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Project Overview
Project Overview
An inner process stands in need of outward criteria. ~ Ludwig Wittgenstein
Objective A: Planning
Students should be able to:
i. state a learning goal for the project and explain how a personal interest led to that goal
ii. state an intended product and develop appropriate success criteria for the product
iii. present a clear, detailed plan for achieving the product and its associated success criteria.
Objective B: Applying skills
Students should be able to:
i. explain how the ATL skill(s) was/were applied to help achieve their learning goal
ii. explain how the ATL skill(s) was/were applied to help achieve their product.
Objective C: Reflecting
Students should be able to:
i. explain the impact of the project on themselves or their learning
ii. evaluate the product based on the success criteria.
Objective A: Planning
Students should be able to:
i. state a learning goal for the project and explain how a personal interest led to that goal
ii. state an intended product and develop appropriate success criteria for the product
iii. present a clear, detailed plan for achieving the product and its associated success criteria.
MYP Personal Project Planning.pptxFrom the IB's Teacher Support Materials
Before you begin, start developing your "process" using different tools/ media. These platforms can be written, visual, audio, digital or a combination of these. You will show all your ideas, progress, and reflections.
The highest form of ignorance is when you reject something you don't know anything about. ~ Wayne Dyer
All the work will go into the "Process". Students are expected to document the journey they went through. There are two important reasons for doing this.
1) Collect evidences for your work and select the essentials for the final report.
2) It serves as a proof to declare the academic honesty of work. Supervisors need to sign an Academic honesty form when the project completed.
The more you document your process along the way, the easier your report will be at the end of the project. Bring this up during the first meeting with your supervisor. Your supervisor needs to be able to see all your work. During report writing, you will be asked to attach evidences from your "Process". These evidences will be marked with your final project score.
Possible evidence may include:
● visual thinking diagrams (mind maps)
● bulleted lists
● charts
● short paragraphs
● notes
● timelines, action plans
● annotated illustrations
● annotated research
● artifacts from inspirational visits to museums, performances, galleries
● pictures, photographs, sketches
● up to 30 seconds of visual or audio material
● screenshots of a blog or website
● self- and peer-assessment feedback.
From the handbook for students and supervisors
Process__journal_sample.pdfSample: A Process journal
Task A1: states a learning goal and explains the connection between personal interest(s) and that goal
Task A1: Brainstorm Ideas, Choose your idea
A man who does not think for himself does not think at all. ~ Oscar Wilde
As you think about what idea to choose, consider the following questions to get you started:
What is something that you have always wanted to learn but have never had the opportunity?
What problems in our community do you want to solve?
How do you like to express yourself?
What can you do to improve quality of life in your community?
What will hold your interest for the next 6-8 months?
Brainstorm ideas for your project. Talk to friends, family, and teachers to help come up with ideas for your project.
Here are example personal projects ideas.
Task A1: Setting a Learning goal and a Product/ Outcome
MYP Personal Project Setting a Goal.pptx
Task A2: states their intended product and presents multiple appropriate, detailed success criteria for the product
The Success Criteria
Helps students with the creation of their product
Help students evaluate their product.
The Success Criteria is included in:
Aii: state an intended product and develop appropriate success criteria for the product
Cii: evaluate the product based on the success criteria.
Students can create their success criteria any way they want, but it should be informed by research and should help them achieve a challenging product. Students should make the success criteria, which defines what they want a successful final product to look like, before creating their action plan.
From the handbook for students and supervisors
The Success Criteria Examples
Success Criteria Checklist Template.docxTemplate 1: Checklist
Success Criteria ACCESS FM Template.docxTemplate 2: ACCESS FM
Personal Project MYP Rubric Template.docxTemplate 3: Rubric
Task A3: presents a detailed plan for achieving the product and all of its associated success criteria.
Fail to plan, plan to fail - Winston Churchill
Your plan needs to define not only the starting and ending points of your process, but describe the significant steps in between. You need to record your plan, as well as how you applied your research and information to your plan.
Next, create a personal timeline, Gantt Chart, or detailed bullet list for your project, including:
meetings with supervisor
due dates for each segment
incremental stages for the completion of your project
plans for time management (with other responsibilities, holidays, Chinese New Year breaks, edutainment, etc.)
date for report draft
date for final report
submission date for personal project
Things to consider when developing your plan and to include in the "process":
What resources do I need to access or purchase to make my product/outcome?
What major steps do I need to take to complete my product?
What is the time frame for completing each step of my product?
Is my plan logical and feasible?
Which research did I use to create my plan and why?
Does my plan allow me to meet my evaluation criteria?
The Action Plan is included in the report:
Aiii: present a clear, detailed plan for achieving the product and its associated success criteria.
Students can use any format they want! Below are three suggested templates:
The Action Plan Examples
GANTT CHART Template.xlsxTemplate 1: GANTT Chart
Checklist.docxTemplate 2: Checklist
Logical Action Plan Template.xlsxTemplate 3: Logical Action Plan
Objective B: Applying Skills
Objective B: Applying Skills
Students should be able to:
i. explain how the ATL skill(s) was/were applied to help achieve their learning goal
ii. explain how the ATL skill(s) was/were applied to help achieve their product
MYP Personal Project Applying Skills.pptxFrom the IB's Teacher Support Materials
Task B1: explains how the ATL skill(s) was/were applied to help achieve their learning goal, supported with detailed examples or evidence
Task B2: explains how the ATL skill(s) was/were applied to help achieve their product, supported with detailed examples or evidence.
Spectacular achievement is always preceded by unspectacular preparation. ~ Robert H. Schuller
Throughout the personal project, students should collect evidence of how they have applied the ATL skills.
This evidence may include:
• visual thinking diagrams
• bulleted lists
• charts
• short paragraphs
• notes
• timelines, action plans
• annotated illustrations
• annotated research
• artifacts from inspirational visits to museums, performances, galleries
• pictures, photographs, sketches
• up to 30 seconds of visual or audio material
• screenshots of a blog or website
• self- and peer-assessment feedback.
At the end of the personal project, students will select pieces of evidence to demonstrate the ATL skills
that have had the most impact on their project. One piece of evidence must support their analysis of how
ATL skill(s) were applied to extend their learning goal, and another must support their analysis of how ATL
skill(s) were applied to achieve their product.
Students may find it helpful to evaluate their product before selecting the examples of the ATL skills to
include in their report.
From the Personal Project Guide pg 26
Before making decision in which ATL(s) you choose to focus on, you might want to get familiar with all the ATL skills and clusters in the MYP programe. At this stage, try to collect evidences for all ATL skills. You never know the best-fitted ATL(s) for your project until you completed it. This document could be helpful in getting to know the categories, possible connections with your projects and the strength/ weaknesses you might want to develop further through the personal project.
Approaches to Learning (ATL) for student Reflection.xlsxTo further visualize the ATL(s) skills in your "process" and report, IB released a tool-kit to help you collect evidences. You can find all kinds of templates tailored for different ATL(s) in this document. Select what suits you best. You are encouraged to use a variety of templates when documenting the process. When writing report, select the most appropriate evidences for the learning goal and product.
Copy of ATL Toolkit.pdfFrom the IB's Teacher Support Materials
To select the most appropriate evidences for your report, IBO gives us a list of possible demonstrations of ATL skills and the associated challenge level. This might help you with short listed the best evidences for each strands to achieve higher grades for the personal project.
ATL skills chllenge level.pdfFrom the further guidance for projects
Objective C: Reflecting
Objective C: Reflecting
students should be able to:
i. explain the impact of the project on themselves or their learning
ii. evaluate the product based on the success criteria.
MYP Personal Project Reflecting.pptxFrom the IB's Teacher Support Materials
Task C1: explains the impact of the project on themselves or their learning
Notes about Impact of the project:
• could refer to any aspect of having done the project: inquiry, action and/or reflection
• could include progress made towards the learning goal
• could include ways in which the student has grown as a learner, such as improvement in the ATL skills or learner profile attributes
• could include ways in which the student has grown or changed as a result of the project.
If you have knowledge, let others light their candles at it. ~Margaret Fuller
Now that you have completed your product/outcome, you need to show a reflection on what you have learned. Make connections between your topic, learning goal, learning process and product/outcome. Explain how you can transfer this learning to a new situation. It is necessary to communicate this thinking in your report if you are to achieve the highest possible marks.
How has completing the personal project extended your knowledge and understanding of the topic of your product/outcome?
How has completing the personal project improved your understanding and practice in any learner profile attributes?
How can I take what I learned and transfer it to new situations?
How can I turn my new awareness into further action?
As you reflect on your learning, think of specific examples of how you can transfer this learning to other contexts. Don't just identify your learning: use meaningful examples, detailed descriptions, and insightful explanations.
Task C2: evaluates the product based on the success criteria, fully supported with specific evidence or detailed examples.
I hear and I forget. I see and I remember. I do and I understand. ~ Confucious
For this section of your personal project you need to refer back to your specifications and criteria for success that you created and have been seeking to achieve as you took action to create your product/outcome. After testing your product, record the following information in your process as you will need to include it in your report:
How did my product rate against my specifications?
Was my testing method the most appropriate method for my product?
If I were to complete my product again, what specific changes would I make and why?
Highlight in your process what you think your product/outcome has achieved against the specifications you have set.
You now need to provide a justification of why you have given yourself the grade against the specification. This needs to be documented in your process. If you have not achieved the top achievement levels you need to justify why and explain how you can improve your product/outcome so you can achieve the top achievement level.
When reflecting on the personal project, it is important to remember that the process can have a positive impact even if the product is not successful.
Reporting on Project
Good communication does not mean that you have to speak in perfectly formed sentences and paragraphs. It isn’t about slickness. Simple and clear go a long way. ~ John Kotter
The report is a significant component of your project. It is through your report that you communicate your information, ideas, process, ATL skills and reflection. Since the report is a major component of the personal process project, it requires as much organization, preparation, and focus as your product. When writing your report, the following tips can help you to maximize your time and clearly communicate your learning.
Outline your report and have it checked by your supervisor. This will allow you to make edits to content and organization before you write.
When writing your report, write it in chunks by focusing on one section of the report at a time. Then, have your supervisor edit each chunk before you move on. This will allow you to receive feedback and advice before you tackle the entire report.
It is essential that you cite your sources by using MLA Formatting. Please go now to the Report Writing Guide page to find everything you need to succeed. We are here for you.
Personal Project Exhibition
It has been said that 80% of what people learn is visual. ~ Allen Klein
Your display for Personal Project Presentation is your public face, so it needs to look professional. The following items should be included in your display:
Your Name
The title of your project
Photos of the process of creation or the finished product
A display of the finished product or photos of product
Other relevant visual aids
Remember, your job on presentation exhibition is to inform others of your product, process of creation and learning. Include in your display items that will help you to convey this message. Keep in mind these aspects that create a good display:
Visually appealing - colorful and full of images
Tidy
Big enough font so your display can be read from a distance
Don't forget, you are also part of your display. You should strive to be polite, articulate and engaging to all those who visit your display. Wear professional clothing.
Wearing the correct dress for any occasion is a matter of good manners. ~ Loretta Young
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