MYP Assignment: The concept of a personal project in MYP (Student, Supervisor and Community)

11/24/2023

Students get the chance to conduct an independent, age-appropriate investigation into a topic of personal interest through the personal project. Students are encouraged to exhibit and hone their approaches to learning (ATL) skills through the inquiry, action, and reflection process.

Here are some suggestions given by the experts from IBGA to aid students in comprehending the essence of the individual project.

• What is a personal project, in your opinion?
• Why undertake a personal project?
• With whom might you collaborate on your personal project?
• When will your personal project be finished?
• What is the estimated duration of your personal project?

A Supervisor and an MYP Assignment

The supervisor's role is to assist the student with their personal project. Every student has a supervisor of their own.

The supervisor's duties include assisting students with the project's execution and completion:

• Confirming that the MYP project topic selected adheres to the relevant legal and moral requirements in terms of environmental concerns, animal welfare, human rights, confidentiality, and health and safety.
• Providing instructions for the MYP project
• Supplying a schedule with due dates
• Supplying the project's evaluation criteria
• Offering guidance on preserving and selecting process evidence
• Highlighting the significance of introspection and self-analysis
• Giving constructive criticism
• Making sure the standards for integrity in academia are fulfilled
• Verifying that the work that was submitted is authentic
• Evaluating the MYP project according to this guide's criteria
• Taking part in the assessment process's standardization
• Giving the MYP access to the personal project teacher assessment totals
• The International Baccalaureate Information System-coordinator (IBIS-Coordinator).

Information and direction for students should cover the following:

• Rules pertaining to the MYP project
• A schedule with due dates
• The project's evaluation standards
• Tips for maintaining and utilizing a process journal
• The value of introspection and self-analysis
• formative criticism
• Standards for academic integrity

Supervisors will assist students during their individual projects. The type of project, subject matter, the qualities of the students involved, or the project's stages may all affect how frequently learners and their supervisors meet. It is advised that supervisors avoid becoming project experts.

Role of a learner

Independent learning is required of students in order to finish a personal project. It is anticipated that they will work on their own private project for about 25 hours. The entire procedure, including conferences with their supervisor, is covered during this time.

By means of the individual assignment, learners:

• investigate a personal interest (intellectual curiosity, familial ties, social, cultural, or geographic significance, individual passion, etc.).
• Assume responsibility for their education by conducting a self-directed investigation.
• Apply and transfer skills to achieve learning objectives and produce a product.
• Acknowledge and demonstrate personal development

Students specifically need to:

• Set objectives, a plan of action, and success standards.
• use your ATL expertise during the project.
• collect proof of their use of ATL skills through the personal project; assess the project using the success criteria.
• choose supporting material for the report, consider the project's effects, and draft a report.

Communities

Numerous community members, both inside and outside the school, are able to assist with the personal project.

Inside the School (example)

• Specialist teacher, librarian, or technician (recreation, special education, etc.)
• Coordinator for MYP Administration

Outside the School (example)

• Druggist, Artist, Sportsperson
• YouTuber Mechanic, Psychologist

When the research is finished or the product is ready, someone with resources can be helpful.

Collecting the evidence (of the process)

Students must learn various methods for gathering evidence through portfolios, design assignments, interdisciplinary projects, or any other activity they performed during the project. They are also expected to record the procedure they followed in order to complete their project. This will allow them to show how they developed abilities in ATL and their academic honesty.

While they are not required to use a specific model in order to gather evidence, students must nonetheless provide proof that demonstrates they have met the goals of their personal projects. It is imperative that students learn how to gather evidence independently and use any kind of media—written, visual, audio, digital, or a combination of these—to support their independence.

Among the MYP assignment the potential proof are:

• Mind maps, or visual thinking diagrams
• lists with bullets charts
• brief sentences, schedules, and action plans
• labelled pictures
• research artefacts with annotations from moving trips to galleries, theatres, and museums
• images, captures, drawings
• thirty seconds or less of audio or video content
• screenshots of peer and self-evaluation comments on a blog or website.

Summary

In addition to supporting their growth as autonomous, lifelong learners, it gives them a crucial chance to hone and reinforce the approaches to learning (ATL) talents they acquired throughout the MYP.