Research can happen throughout the project. The structure of the project gives students choice in terms of when and how to demonstrate and develop their research skills. For example, students may do quite a bit of research in their planning phase, as they determine what success criteria are feasible and what actions will be necessary to achieve the success criteria. Other students may do more research later in the process, such as learning techniques for creating their product.

Group 1: Identify how students might use Global Contexts as an entry point for defining a personal project idea/product. 

Group 2: Identify how students might use a Service as action experience as an entry point for defining a personal project idea/product. 

Group 3: Identify how students might use an MYP unit of inquiry as an entry point for defining a personal project idea/product. 

Share ideas. 

Each group creates a sales-pitch (a short presentation to persuade students at school about the usefulness of their assigned entry point, including important recommendations). 

•Develop the missing part.

•What actions would you take to achieve the product and its associated success criteria? (Plan)

•How would you know you have achieved your goal-driven product? (Success criteria)

•Share in your groups.

•Consider criterion A “Planning” and discuss the expectation for the maximum level of achievement (pay special attention to the command terms). 

•Create a checklist to take back to your schools with important tips or things to consider. 

•Begin by identifying success criteria or specifications and defining three levels of achievement with their corresponding descriptors.
 

•Perfect school 

•Perfect head of school 

•Perfect vacations 

•Perfect pet

•North - Need to know more about… 

•South - Success (where do I see success for my students?) 

•East - Excited about… 

•West - Worry about…

in Abu Dhabi, both indigenous and landscaped (nonnative). I particularly want to learn which of these plants contain toxins which might cause a threat to cats. Product: Using my research I would like to produce a high quality, easy to understand leaflet which can be kept at the local veterinarians and cat rescue centers.. Distribution of my leaflet will raise awareness. I have attached one sample Success Criteria and One Action Plan.

•What additional information might you need for this image to be considered as a source of evidence?

•Identify evidence to support each strand of the three objectives considering your new learnings from this session. 

The attached document was the most useful from today's session as I have a clearer understanding of the various evidence I can introduce to the students.

 -written up after the process has been completed additional work on top of the project;                         

-a single, static document with only one format (unless this is useful for the student)

•talk with colleagues from other groups about something you are excited about and something that still worries you. 

•Discuss as a whole group.

•Each round will be 10 minutes. 
 

•Round 1: Brainstorm important actions for preparing and completing the personal project from your perspective (i.e. students, MYP coordinator, supervisor). 

•Round 2: Make additions and explain how they might be achieved. 

•Round 3: Make additions and consider what key actors will be needed in each stage and possible timeframes for each step.

1.Why is this a dream project?

2.Why is it useful? 

3.How will you know if you were successful? 

4.What skills do you have to develop?

5.What impact will it have on yourselves and community?

Resources
• Student sample from the teacher supported material. 

Individually, participants: 

Resources
• “I used to think ... now I think”. Harvard Project Zero. 2015. 

https://pz.harvard.edu/resources/i-used-to-think-now-i-think 

•Consider criterion B “Applying skills” and discuss the expectation for the maximum level of achievement (pay special attention to the command terms). 

•Create a checklist to take back to your schools with important tips or things to consider. 

In your personal project group inquiries : 

•The “when”, “what” and “how” has been provided.

•Discuss “who” might be involved during each step/task to ensure success and complete the table accordingly. 

•Follow up discussion: What other steps and people might need to be involved?

Consider pros (+) and cons (-) of each method and aspects of the school culture that might be relevant to consider in this decision. 

Prepare to share 

•Each group member will be assigned a role to play in the following engagement (students, project coordinator, supervisor, parent). 

•Discuss issues arising from the proposed case and identify possible solutions and implications for all the actors. 

•Create new groups with members that performed the same role (i.e. all student work together) and share lessons learned about things that need to be considered from the perspective of this actor.