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T- To give credit for intellectual property

R-Responsible use of technology

U-Understanding academic honesty through practice

S-School wide policy

T- To build an ethical culture

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Skills:
*Achieving mastery in knowledge of topic
*Presentation Body Language/Volume Level
*Spelling/Grammar
*Consolidating points into concise short points.
*Creation of Visual Aids
*Able to properly identify credible sources and cite them.

Strategies:
1. Show Examples
2. Provide Visual Aid Creation Resources.
3. Provide audience to practice with.
4. Give adequate time.
5. Show students rubrics (Lissa and Natalie)

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*Logical progression of thoughts
*Enthusiasm for the topic
*Prior practice to increase confidence
*Planning skills - a checklist of what is required
Prepare to adapt to the unknown from the audience
Develop writing skills
*Nonverbal and verbal communication skills (i.e: eye contact, speaking loud enough)
Correct pronunciation

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Presentation Strategies / Tips For Students

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This year all IB/MYP schools are instituting a school-based community service project in 8th grade. We are excited to be undertaking this independent project and providing our 8th grade students the chance to engage in a project that they are passionate about and will also benefit a community. This project will act as a culminating project to our 8th grade students' MYP experience, and a way to showcase the commitment to service that they have developed while at Travis

The project started in January and will run through May. It will be accomplished in phases.

Phase 1: Introduction and Investigating (November

Exploring the definitions of community

Creating Process Journals

Exploring the types of service

Selecting a topic

Initial topic research

Phase 3: Taking Action (January-February)

Selecting a topic

Initial topic research

Implementing action plan

Preparing presentation

Reflecting on process

Phase 4: Sharing with the Community (April)

April: SHOWCASE Day at Travis Science Academy
Students will:

Define a goal to address a need in the community

Identify the global context

Develop a proposal for action

Implement action

Share process

Individually or collaboratively, but no more than 3 students

15 hours of work meeting with supervisors, conducting research, developing the project and reporting the project

Project must be aligned with a global context

Project must be recorded in a process journal

- You will have interaction that involves people, the environment or animals. Examples include one-on-one tutoring, developing a garden alongside refugees, or teaching dogs behaviors to prepare them for adoption.

Indirect service: Although you do not see the recipients during indirect service, you have verified that your actions will benefit the community or environment. Examples include redesigning an organization's website, writing original picture books to teach a language, or raising fish to restore a stream.

You speak on behalf of a cause or concern to promote action on an issue of public interest. Examples include initiating an awareness campaign on hunger in the community, performing a play on replacing bullying with respect, or creating a video on sustainable water solutions.

You collect information through varied sources, analyze data and report on a topic of importance to influence policy or practice. Examples include conducting environmental surveys to influence your school, contributing to a study of animal migration patterns, or compiling the most effective means to reduce litter in public spaces.

COMMUNITY PROJECT STUDENT PACKET

Download a copy of the Community Project packet used by students for this process.

COMMUNITY SERVICE PROJECT Slideshow

COMMUNITY SERVICE PROJECTS

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Travis Middle School Science Academy is located at 1551 S. 25th StreetTemple, TX 76504 and is part of the Temple Independent School District

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Magellan International School
Community Projects
May 2022

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Step-by-step Guide to Completing the MYP Community Project

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Community project: Service learning Welcome to the Community Project! In the Community Project, action involves a participation in service learning (service as action). As you evolve through the se…

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Topic: Goal 3, Ensure healthy lives and promote well-being for all at all ages
Global Context: Identities and Relationships
Objectives-Product/outcome: Increase the amount of time that people spend in physical activity.
How will you achieve this? Partner with city and school officials in order to allow availability of campus facilities.

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Task 3

Supervisors are teachers at the school.  Mentors could be community members or other experts in the fields of student inquiry.   They ensure the MYP topics are appropriate, they provide guidance to students, help manage timelines, assess the project, meet three times with student to ensure academic honesty, advise students on the use of the community project journal, and give formative feedback.

Schools support supervisors by planning for the number of supervisors needed, training them, establish timelines for the community project, provide publicity and information for parents, and provide opportunities for the showcase.

The MYP requires the community project because it reflects a student’s ability to initiate, manage, and direct their own inquiries. It provides an opportunity for students to decide what the want to learn about, create proposals and criteria for inquiry, make decisions and develop problem solving skills, and reflect upon their learning. The community project provides an opportunity for students to practice principled action.

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…..In an MYP 1-3 school, all third years must complete a community project

…..The community project is separate from the curriculum

…..Strands are Investigating, Planning, Taking Action, Reflecting

….Total of 15 hours minimum, 10 extracts for individual project, 15 for group of three

….Schools must train supervisors and provide resources

….Supervisors assess, evaluate authenticity, provide guidance, establish guidelines

….Schools provide resources to showcase the projects at their conclusion

…Students must meet three times with the supervisor to check for academic honesty

…Students must identify a global context for their project

….Students must maintain a process journal

Students must incorporate ATLs and Global ocntexts into their project

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Q1-How does the campus arrange a time for groups to work together during the school day?

Q2-Do students need to spend specific amounts of time on inquiry, action, and reflection to encompass the 15 hours?

Q3-How is it determined which student work in particular groups? How are groups formed?

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1. What constitutes, "Orientation in space and time." as a global context?
2. Can we see an example of the Academic Honesty form and discuss how that is implemented?
3. How do students demonstrate self management in the planning phase?
4. How should project mentors who are not Community Project Supervisors collaborate with the assessment process?

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1. Should part of the required hours be spent reviewing with students about appropriate sources/ creating bibliographies, or should that be outside of "working" hours?
2. What if a student decides that don't have enough data or resources to support their project? Can they change topics?
3. Are group projects suggested over individual projects?

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1. How can all subject area teachers equally support the process and completion of the process?

2. What happens if some teachers are new to MYP? Is it an expectation that trained teachers or knowledgeable staff support new colleagues through sharing of resources?

3. Should there be a general meeting or overview of the assessment standards for community project to ensure that all teachers remain informed of expectations and criteria?

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1. When evaluating the quality of the service as action against the proposal, can the the proposal be fluid if the student finds that the first proposal was irrelevant to what was actually needed?

2. Can students be guided to what is needed in the community? How do schools keep students involved in the process? Teach time-management?

3. Can the 15 hours required be time that overlapped with a curriculum or subject-area class? (The class did not provide the time for the project, but it was related to the student’s project.)

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Question 1:

How can the school best differentiate for the needs of new teachers versus experienced teachers in terms of developing IB leadership, developing curriculum, and planning approaches to learning, while at the same time supporting student involvement in the personal and community project?

Question 2:

What prerequisite skills need to be taught to students to enable them to take ownership of their learning through the personal project?  What other resources or guidelines can be made available so that students of all economic levels and language proficiencies have equal opportunities?

Question 3:

How does the school ensure that all students have time to work on the personal project, knowing that some students are pulled for interventions, SPED, ESL, and other programs?

How does the school ensure that supervision is done at a high level by all teachers?

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1. How involved should the supervisors be in the Investigating/Planning phase? How often should they meet?

2. What happens if the students do not fulfill all the strands in the objectives?

3. Should the process journal be a part of the meetings with supervisors? Should supervisors monitor the process journal?

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1. Are there ways to collaborate these resources within the same district in order to get different perspectives and new ideas in place from other schools.

2. Are the opportunities that the school provides accessible for all students of different learning abilities and language backgrounds? How are those aspects considered in fostering an environment of ownership?

3. Should community project be shown or introduced to all MYP students, not only in year 3-5, to produce exposure to the expectations of community project?

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1. How will the allocations of resources help to further develop the community project? Can the allocations be used to provide outside support?

2. How will our school confirm that students have adequate opportunities for learning? Can there be an overlapping theme?

3. Can our year 3 MYP students take a class that is designed to support the community project; otherwise, how do we hold the students accountable?

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1.  If completing the project as a group, how do you guide students to equally distribute the research aspect of the project?
2. If more than 15 hours are needed to complete this project, how much time is expected for students to work on the project outside of school?
3. What are the major differences between Personal Projects and Community Projects? If students do not move on to a DP school, what are they missing out on from the Personal Project?

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Lesley - Asynchronous Questions - Task 1

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Lesley - Asynchronous Questions - Task 1

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1. How often should students meet with their supports? Does it all have to be formal or do email and quick conversations count?

2. How can we hold students accountable throughout the process if it is not connected to a subject or grading system?

3. As a school that completes the CP in Y4, what is the best way to foster creativity and independence when it comes to service? Especially in a world that has been impacted so heavily by COVID, how can we show students that it is okay to come out of their bubble again?

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From Principles Into Practice updated April 2021