Chandler High SchoolCohort 2014

MYP Personal Project – Phase 1

Student Guide to Creating the Perfect Personal Research Project

Welcome to the culminating assignment of all your years of hard work in the MYP program! This project is designed to let you showcase your learning and growth for your family, your school, your parents and your community. We want you to develop a focus of deep personal interest that also highlights one of the five MYP areas of interaction.

This is not an optional assignment; the personal project is a required element of the MYP around the world. The RP is a requirement of 9th grade Honors English in the state of Arizona. Your completion of the MYP program is dependent on the Personal Project (PP).

There are two critical components of the RP: (the others will come later)

  1. The Process Journal – In this journal you will keep track of your progress on the RP. Every time you do work, meet with your advisor, discuss something with your monitor or think about the RP, you should write it in your journal. Any time you do research, this is where you should keep your notes and maintain a working citation list. This is also where you note your personal opinions and feelings about what you are learning and the process you are going through. This needs to be organized and every entry dated; however, it needs to reflect your process, so it’s neatness is not
  2. The Paper – While the paper is not going to be your primary focus, you will write one. This is a reflective paper; you will describe the research you did to successfully complete the project, relater your project to your area of interaction and discuss what you have learned about yourself and your topic in creating your product. The paper will have to have a complete works cited and parenthetical documentation of sources.
  3. Other Elements –
  4. Personal engagement – You MUST actively and regularly communicate with your mentor about the progress you are making with your project.
  5. Deadlines – Turn in and/or have completed any required materials on time.
  6. Research – Choose valid sources and cite them correctly. You will use MLA or APA formatting (dependent on what you and your advisor decide).
  7. Reflection – Throughout this process you are asked to be open with yourself and others about what you have learned, what is working, what is failing and what needs to be changed. A genuine learning process will reflect growth and stumbling blocks. It will reflect celebrations and victories as well as set backs and frustrations.

Notes:

Chandler High School

MYP Research Project Agreement

The MYP is an academically rigorous program designed to create well-rounded learners who are cognizant of their responsibility as citizens of their community and world. As part of the MYP program agreement and the IBO standards for completion, each student must complete a personal project beginning in 9th grade and culminating in 10th grade.

Each student is expected to complete her/his project independently; however, students will be guided throughout the process with the help of the following people:

  • The MYP Personal Project Coordinator – Shannon Anderson
  • MYP Personal Project Research – 9th grade Honors English teachers
  • Individual Personal Project Advisors – various staff and teachers

Students will receive informational materials and training on the expectations of the personal project. Advisors and teachers will also receive training and materials to help their assigned students.

Students are expected to complete the following as part of this process:

MYP Personal Project

Phase 1: Research/Planning / Phase 2: Action / Phase 3: Reflection/Writing
Dates: February 2011 –
April 21, 2011 / Dates: April 25, 2011 –
August 2, 2011 / Dates: August 2, 2011 –
November 30, 2011
Required elements:
  • Research topic
  • Research paper
  • Process journal
/ Required elements:
  • Project product
  • Process journal
/ Required elements:
  • Final paper
  • Process journal
  • Project display

Please sign below and return this form to your Honors 9 teacher.

I understand the expectations of the MYP Personal Project.

Student name: ______Signature: ______

Parent signature: ______Date: ______
Phase 1: Research/Planning Assignment Sheet

Name: ______Teacher: ______

Final research paper requirements:

  • Complete process journal with 17-20 entries
  • Minimum 7-8 sources (at least 1 primary and 1 survey/interview)
  • 1200-1500 words (MYP); 900-1100 words (Honors 9)
  • Must reflect and area if interaction
  • Phase 2 Action Plan (MYP students only)

Suggested Due Dates:

Introduction to personal project / February 22-28, 2011
Contract turned in to Honors 9 English teacher
Begin brainstorming and write your statement of intent
Bring journal to class to show your teacher / March 4, 2011
First journal check – minimum 5 entries in process journal
Brainstorming counts as 1st entry in journal. / March 9, 2011
Source check – have 4 sources printed and in class / March 10-11, 2011
Annotated bibliography check with all sources / April 1, 2011
Finalize thesis
Submit planning sheet / April 6-7, 2011
Process journal check
Minimum 10 journal entries / April 11, 2011
Rough draft due / April 15, 2011
Final draft due / April 21, 2011
Final process journal due
MYP Only – Action Plan Due / April 29, 2011
April 29, 2011

Name: ______Teacher: ______

Item / Timeline/Due Date / Teacher
Signature
Introduction to personal project / February 22-28, 2011 / N/A
Contract turned in to Honors 9 English teacher
Begin brainstorming and write your statement of intent
Bring journal to class to show your teacher
First journal check – minimum 5 entries in process journal
Brainstorming counts as 1st entry in journal.
Source check – have 4 sources printed and in class
Annotated bibliography check with all sources
Finalize thesis
Submit planning sheet
Process journal check
Minimum 10 journal entries
Rough draft due
Final draft due
Final process journal due
MYP Only – Action Plan Due

**Students – you will turn this in to your Honors English teacher when you have received all your signatures. This will stay with your paper and journal until next year.

Research Project Format Outline

Please follow this format and required elements when conducting your research and drafting your paper.

I.Introduction

Describe your topic. Introduce your reader to any background information about why you chose this topic. In what ways did it interest you? How does it relate to your life, your interests or your future? What Area of Interaction does it relate to and why?

  1. Techniques

Describe the techniques you used to conduct your research. What resources did you consult and why? What did you learn throughout the research process about research and your skills? Discuss how you found first person sources and why you chose the methods you did.

  1. Investigation

This is the main body of your paper. This is where you present the research you found and what you learned about your topic. This is also where you need to present information from your sources, including the first person source or any surveys you conducted.

  1. Analysis

Discuss the significance of your topic. Why is this topic important and how does it relate to the world outside your English classroom? How can knowledge about this topic help other people, and in what ways did it help you?

  1. Conclusion

Discuss what you learned overall and how this research project has influenced you as a learner. Leave your reader with some final ideas about how you could take this research to the next level. MYP students should focus on describing how they will develop this research into the next phase of the PP: The Action Phase, including how they will create the physical project.

  1. Resources

List all resources you used throughout this research project. Use MLA or APA – whatever your teacher prefers.

  1. Appendices

This is where you include a copy of interview questions, email correspondence, surveys, charts, graphs or any other visual information that you discuss or refer to in your research paper.
MYP Personal Project Objectives

Students should be able to:

APlanning and development

  • Identify goal, justify a focus on the chosen

area of interaction

  • Outline steps to achieve the stated goal

and end project

BCollection of information/resources

  • Use varied resources that are relevant

CChoice and application of techniques

  • Choose techniques relevant to project goal
  • Apply techniques consistently and effectively

DAnalysis of information

  • Analyze information in terms of goal and

focus of project

  • Express personal thought
  • Support arguments with evidence

EOrganization of the written work

  • Organize work in coherent manner and according

and according to required structure

  • Present information clearly using references,

bibliography and representations (photos)

FAnalysis of the process and outcome

  • Reflect on strengths and weaknesses of project

at different stages

  • Show awareness of the overall perspectives related to

chosen topic or work

GPersonal engagement

  • Meet deadlines, follow work plans, use process journal
  • Show initiative, enthusiasm and commitment to the task

Areas of Interaction

The areas of interaction provide contexts through which students consider learning, approach the discipline, and establish connections across disciplines. The areas of interaction are central to the personal project and must be carefully considered when deciding on the choice of project. There are five areas of interaction: approaches to learning (ATL), community and service, health and social education, environments, and human ingenuity (formerly homo faber).

Approaches to learning (ATL) - I WANT TO TEACH SOMEONE SOMETHING

How do I learn best? How do I know? How do I communicate my understanding?

This area is concerned with the development of effective study skills, of critical coherent and independent thought, an of the capacity for solving problems and making decisions, it prepares students for the completion of the independent work in the last year of the program, in the form of the personal project. The opportunity to conduct inquiry into the areas of interaction can include ATL as an object of study in itself.

In the individual work and social and cultural environments, students should develop:

The ability to do methodical work and demonstrate self discipline

Care for language and for adequate, precise vocabulary

Self-sufficiency and responsibility

The ability to communicate experiences

An open-minded attitude towards the world and its peoples; respect for the student’s own culture and the culture of others

A critical view of humanity and society

Community and service – I WANT TO FIND A PROBLEM AND ATTEMPT TO FIX IT THROUGH COMMUNITY AWARENESS

How do we live in relation to each other? How can I contribute to the community? How can I help others?

The emphasis of community and service is on developing community awareness and a sense of belonging and responsibility towards the community so that students become engaged with, and feel empowered to act in response to, the needs of others.

Some of the skills, attitudes and values closely linked with this area of interaction include:

An interest in today’s world

Social awareness

An altruistic attitude

A sense of responsibility and self-esteem

Health and social education – I WANT TO UNDERSTAND HOW SOMETHING AFFECTS SOCIETY

How do I think and act? How am I changing? How can I look after myself and others?

This area if interaction is about how humanity is affected by a range of social issues (including health). It includes an appreciation of these effects in various cultural settings and at different times. It is concerned with physical, social and emotional health and intelligence – key aspects of development leading to a complete and balanced lifestyle.

Students can demonstrate understanding and explore topics such as:

Physical and mental health issues, nutrition, work, rest, exercise, leisure, alcohol, drugs, tobacco

Adolescence, emotions, family life, sexual issues

Consumer issues, peer influences, pressure groups

Responsibility and respect for self and others, family and group relations, schools, peers

Health and legal services, social issues, safety, firearms, vandalism, poverty and delinquency

Environment – I WANT TO UNDERSTAND OUR HUMAN IMPACT ON AN/THE ENVIRONMENT

What are our environments? What resources do we have or need? What are my responsibilities?

This area of interaction considers environments to mean the totality of conditions surrounding us, natural, built and virtual. It focuses on the wider place of human beings in the world and how we create and affect our environments. It encourages students to question, to develop positive and responsible attitudes, and to gain the motivation, skills and commitment to contribute to their environment.

In this area, the student may choose to explore issues such as:

The interdepencence of human and other forms of life

The consequences of human manipulation of the environment

Pollution and population growth

World problems and common issues

Local, regional, national and international responsibilities

The political responsibility of each individual

Human ingenuity (formerly homo faber) – I WANT TO UNDERSTAND HOW NEW IDEAS IMPACT OTHERS

What and how do we create? What are the consequences?

Human ingenuity looks at human contributions in the world both in their particular context and as part of a continuing process. It stresses the way humans can in initiate change, whether for good or bad, and examines the consequences (intended and unintended). This area emphasizes both the importance of researching the developments made by people across place, time and cultures, and the importance of taking time to reflect of these developments.

The following themes could easily relate to this area of interaction:

The development of math and science through the ages

Ethical values through the ages

The influence of men and women of genius

Great cultural and historical movements

The impact of inventions and discoveries on society

1

Student – RP Guide

Chandler High SchoolCohort 2014

MYP Personal Project – Phase 1

Personal Project Assessment Criteria

Criterion A: Planning and development

Students should be aware that it is essential to define a clear goal before starting research and work. A goal can be defined as a statement, or one or more key questions, which identify the focus of the PP based on one or more areas of interaction.

Evidence of the students’ achievement in this criterion will be found in the introduction, the body of the work and the conclusion.

Achievement level / Level descriptor
0 / The student has not reached a standard described by any of the descriptors given below.
1 / The student identifies the goal of the PP but does not provide an outline of how he/she aims to achieve this goal.
2 / The student identifies and describes the goal of the PP, states the focus on the chosen area(s) of interaction and provides a simple outline of how he/she aims to achieve this goal.
3 / The student identifies and clearly describes the goal of the PP, describes the focus on the chosen area(s) of interaction and provides a coherent account of how he/she aims to achieve this goal.
The development of the PP is generally consistent with this description.
4 / The student identifies andclearlydescribes the goal of the PP within a context, develops and justifies the focus on the chosen area(s) of interaction and provides a coherent and thorough description of how he/she aims to achieve this goal.
The development of the PP is completely consistent with this description.
Criterion B: Collection of information/resources

This criterion allows the student to demonstrate the ability to collect relevant information form a variety of sources and to compile a bibliography of sources used in the project. Students should select sufficient information and appropriate resources to substantiate all arguments and/or to support the project. Students should also acknowledge their sources of information clearly in the body of their text through clear referencing.

Achievement level / Level descriptor
0 / The student has not reached a standard described by any of the descriptors given below.
1 / Few sources of information and resources have been collected, or the majority is irrelevant to the goal of the personal project.
The student has provided a summary bibliography, where many elements are missing.
Few references are made in the text to sources of information used.
2 / The student has chosen and used a limited amount of relevant information and resources, from a limited number of appropriate sources.
A bibliography has been compiled with most elements present and/or appropriately presented.
Some references are made in the body of the text and appendices, where appropriate.
3 / The student has chosen and used a good amount of relevant information and resources, from a fairly extensive number of appropriate sources.
A bibliography has been compiled with all important elements present and/or appropriately presented.
Detailed references are made in the body of the text and appendices, where appropriate.
4 / The personal project contains excellent, relevant information and resources, from a wide variety of appropriate sources.
A bibliography is complete and well presented, with clear references to sources in the body of the text and appendices, where appropriate.
Criterion C: Choice and application of techniques

This criterion assesses students’ abilities to choose techniques relevant to the personal project’s goal, as defined by the key questions, or statement of intent of the personal project. Students should justify this selection and apply the chosen techniques consistently and effectively.

Students should choose a goal that is achievable. Because of the circumstances that may be beyond their control, students may find unforeseen difficulties prevent successful completion of ambitious projects. These types of ambitions personal projects may still result in a good level of achievement for this criterion.

Achievement level / Level descriptor
0 / The student has not reached a standard described by any of the descriptors given below.
1 / Large parts of the project are not relevant in terms of the goal that had been identified by the student.
The techniques used are largely inappropriate and inadequately applied.
2 / The techniques chosen vary in their appropriateness with some being applied to an acceptable standard in order to contribute to the achievement of the goal.
The student begins to provide justification for the use of the chosen techniques.
3 / The techniques chosen are generally appropriate and well applied to contribute to the achievement of the goal.
The student provides some justification for the use of the chosen techniques.
4 / The student has chosen absolutely appropriate techniques, provided specific justification for their choice and applied them effectively to achieve the stated goal.

Personal Research Project Brainstorming