MYP Projects components International Baccalaureate Organization 2015 International

MYP Projects components © International Baccalaureate Organization 2015 International Baccalaureate® | Baccalauréat International ® | Bachillerato Internacional ®

Remember, inquiry in MYP projects considers… 4. Evaluating the product/outcome and reflecting on your project and your learning. 1. Deciding what you want to learn about, identifying what you already know and discovering what you will need to know to complete the project 3. Making decisions, developing understandings and solving problems, communicating with your supervisor and others and creating a product or developing an outcome 2. Creating proposals or criteria for your project, planning your time and materials and recording developments of the project

Let’s analyze each phase. We will explore them one by one in this document. 4. Evaluating the product/outcome and reflecting on your project and your learning. 1. Deciding what you want to learn about, identifying what you already know and discovering what you will need to know to complete the project 3. Making decisions, developing understandings and solving problems, communicating with your supervisor and others and creating a product or developing an outcome 2. Creating proposals or criteria for your project, planning your time and materials and recording developments of the project

Your topic and the global contexts Once you come up with an idea, topic, issue, choose a global context to focus on as an organizing lens to help direct the inquiry. These questions will help you in the process: • What do I want to achieve through my project? • What do I want others to understand through my work? • What impact do I want my project to have? • How can a specific context give greater purpose to my project? Topic Global contexts Objective, product, outcome Methods/techniques On the following two slides, you will see examples of personal and community projects that relate to a particular global context.

Global context: Globalization and sustainability Examples of personal projects The struggle for water in developing countries: an awareness campaign The impact of the financial crises of Europe and the European Economic Community on the United States: a visual presentation Education as the tool to change the future of Peru: a workshop for adults The role of the developing countries in protecting the tropical rain forest: a collection of slides

Global context: Identities and relationships Examples of personal projects Two sides of social networking: an awareness campaign about digital citizenship and cyber bullying How online identities impact offline relationships: a research essay Keeping culinary traditions: a video series following family recipes with historical relevance The effect of mass media on teenage identity: a short film

The inquiry process in your project 4. Evaluating the product/outcome and reflecting on your project and your learning. 1. Deciding what you want to learn about, identifying what you already know and discovering what you will need to know to complete the project 3. Making decisions, developing understandings and solving problems, communicating with your supervisor and others and creating a product or developing an outcome 2. Creating proposals or criteria for your project, planning your time and materials and recording developments of the project

The process journal is an essential working tool for developing and completing the MYP projects. Students should maintain a process journal throughout the stages of their project to keep notes on their investigation, planning, action and reflection. In this way students demonstrate their working behaviors and academic honesty. You will also maintain a process journal during the completion of your group inquiry. Working behaviors Academic honesty

The process journal, continued The student’s documentation of the process should include: • evidence of planning and research • personal reflections • evaluations of work produced • records of interactions with key resources (for example teachers, supervisors, external experts, etc) • These records will form the basis for the project report.

The process journal in each project Students working individually on either a community project (CP) or personal project (PP) should select a maximum of 10 individual extracts to represent the key developments of the project. Students choosing to work in groups will submit a selection of process journal extracts from each member of the group to represent the development of their community project. Good practice suggests that evenly distributed selections will best represent the contributions of all individuals in the group. In group submissions, a maximum of 15 process journal extracts is permitted. All individual projects both CP & PP max 10 individual extracts Community project in groups only max 15 group extracts students might work in groups up to 3 people

Final notes on the process journal The process journal is: • • • used throughout the project to document its development an evolving record of intents, processes, accomplishments a place to record initial thoughts and developments, brainstorming, possible lines of inquiry and further questions raised a place for recording interactions with sources, for example teachers, supervisors, external contributors a place to record selected, annotated and/or edited research and to maintain a bibliography a place for storing useful information, for example quotations, pictures, ideas, photographs a means of exploring ideas and solutions a place for evaluating completed work a place for reflecting on learning devised by the student in a format that suits his or her needs a record of reflections and formative feedback received. The process journal isn’t: • • • used on a daily basis (unless this is useful for the student) written up after the process has been completed additional work on top of the project; it is part of and supports the project a diary with detailed writing about what was done a static document with only one format.

The inquiry process in your project 4. Evaluating the product/outcome and reflecting on your project and your learning. 1. Deciding what you want to learn about, identifying what you already know and discovering what you will need to know to complete the project 3. Making decisions, developing understandings and solving problems, communicating with your supervisor and others and creating a product or developing an outcome 2. Creating proposals or criteria for your project, planning your time and materials and recording developments of the project

Examples of past projects Teacher participants in the past have chosen to make: • a video promoting a place to visit while on a three-day workday • a guide for supervisors of MYP projects • an anti-bullying campaign • an editorial on leadership • a short video to guide students on how to make an MYP project • A Prezi presentation to introduce MYP projects to parents • A cookbook highlighting the flavours of Andes cuisine © International Baccalaureate Organization 2014

The inquiry process in your project 4. Evaluating the product/outcome and reflecting on your project and your learning. 1. Deciding what you want to learn about, identifying what you already know and discovering what you will need to know to complete the project 3. Making decisions, developing understandings and solving problems, communicating with your supervisor and others and creating a product or developing an outcome 2. Creating proposals or criteria for your project, planning your time and materials and recording developments of the project