1. MYP COORDINATOR’S LEVEL 1 WORKSHOP BCIS October 13 – 15, 2008
Workshop Leader: Rebecca Butterworth
Western Academy of Beijing

2. In on my learning community
Reflection
As a Teacher
In on my learning community
As a learner
Impact

3. Where are we?
Vertical planning - subject (concept / AOIs; knowledge and skills); areas of interaction learning expectations
Horizontal planning – areas of interaction; conceptual understanding across subjects
Interdisciplinary learning – meaningful and integrated throughout teaching and learning practices; discrete interdisciplinary units as a tool to enhance interdisciplinary learning rather than a product
Assessment – ongoing; varied; based on shared agreements (policy) that reflects standards and values; age appropriate descriptors (refer to objectives as a check); task-specific clarifications (good practice and not so time consuming!)

4. Where are we? Reports must reflect MYP philosophy. ATL on reports?
Portfolios and student-led conferences – tool to enhance holistic learning
Moderation and monitoring – start early in the year (forward planning)
Parent education – please share your ideas!

5. Session 9 – Personal Project
Objectives
Review and reflect on effective structures for leading, organizing and celebrating the personal project

6. Student sample

7. Role of the Personal Project
Culminating Event In The MYP
It is where you see the Fundamental Concepts and the Areas of Interaction at work.
It is where you see the benefits of Criterion Referenced Assessment.
It is where you see that the MYP does make sense.

8. What is the Personal Project?
Significant body of work
An individual project
Demonstrates an understanding of the areas of interaction
Evidence of a student’s ability to plan and carry out an extended piece of work on topic of the their choosing which he/she are enthusiastic about

9. A Personal Project Should
have a clear and achievable goal
be focused on at least one area of interaction
allow the student to express a truly personal message
be the result of the student’s initiative, creativity and ability to organize and plan
reflect the student’s special interests, hobbies, special abilities, or concerns about particular issues
deal with a topic or area to which the student is committed
be entirely the student’s own work

10. The School’s Responsibilities
Creation of a student guide
In servicing teachers
Setting time lines
Establishing policies
Providing time and a means of standardizing

11. A Personal Project Should Not
be part of any assessed course work
take over a student’s whole personal and social life, nor interfere with your studies, even though it will involve many hours of work
be too closely linked to any specific subject

12. What types of projects work?
an original work of art (for example, visual, dramatic or performance)
a written piece of work on a special topic (for example, literary, social, psychological or anthropological)
a piece of literary fiction (for example, creative writing)
an original science experiment
an invention or specially designed object or system
the presentation of a developed business, management, or organizational plan, that is, for an entrepreneurial business or project, a special event, or the development of a new student or community organization.

13. AOI’s and the Personal Project
A personal project is not just a display of knowledge. It will also demonstrates a student’s understanding of the Areas of Interaction. A topic and goal must be designed so that it focuses on the application of at least one Area of Interaction.
Approaches to Learning- not recommended!
Human Ingenuity
Health and Social Education
Environments
Community and Service

14. Structure
All personal projects must include a structured piece of writing, whatever your overall plan. This piece of writing must follow this structure:
a title page
a table of contents
an introduction, defining the goal of your personal project, describing an explicit focus on chosen area(s) of interaction, and providing an outline of how you intend to achieve the goal
a description of the process, including production steps, the characteristics, aspects or components of the work
an analysis of the inspiration, research and influences guiding the work, the findings and decisions made, the resulting product and the process in terms of the goal and its focus on the area(s) of interaction chosen (if you have chosen to write an essay about a specific issue, the essay itself will form the main part of this analysis)
a conclusion where you will reflect on the impact of your project, and on new perspectives that could be considered
a bibliography
appendices, if appropriate.
a completed process journal
completed school specific forms
Your project may involve other people (for example, if you are directing a play, organizing an exhibition, or starting a new student/community organization) but you cannot work in groups.

15. Stages of the Personal Project
The stages in the development of the personal project will include the following:
exploring and choosing themes and topics with a clear focus on the dimensions of at least one area of interaction
choosing a supervisor
planning the project
gathering the necessary material
working on the project
using a process journal or log book effectively
drafting your write up
presenting the outcome (the product and the structured writing).

16. Choosing A Supervisor Various means of choosing a supervisor
School based decision not MYP role
All teachers in the middle school should be involved

17. Supporting Supervisors
Online Curriculum Centre

18. Role of the Supervisor
guide the student on how to complete the personal project successfully
make positive, constructive oral and written comments at each stage
will be one of a team making the final assessment of the project according to the MYP criteria
ensure that the project is authentic and entirely the student’s own work, and that the information is adequately referenced.

19. HOW DO YOU CELEBRATE THE PROJECT?

20. Criteria Criterion A Planning and Development Criterion B
Collection of Information/Resources
Criterion C
Choice and Application of Techniques
Criterion D
Analysis of Information
Criterion E
Organization of the Written Work
Criterion F
Analysis of Process and Outcome
Criterion G
Personal Engagement

21. Group 1 - Practice developing task-specific rubrics
Look at the personal project criteria
Take one of the criteria in your table group
Develop task-specific clarifications. What would you expect to see in the student’s written statement for them to achieve at the highest level? Be as specific as you can. You can refer to the OCC example as a model.

22. Discussion Questions – refer to Standards
How do you create the structures necessary to implement the personal project
How do you enliven the PP within your school?
How do you lead change?
How do you involve all stakeholders in the process?
How do you create the structures necessary for success?
How do you work with the PP Coordinator?

23. Group 2 – Working with the unit planner
Take the first stage of the planner – AOI, concept and unit question
Choose a unit of work that is currently being taught in your school.
Identify the significant concept at the heart of the unit
Identify the best AOI context for the unit
Write a unit question, ensuring that you address the criteria for a good unit question

24. Creating Criteria for A MYP Unit Question
Yes / No / Why?
Is the Unit Question open ended?
The Unit Question allow for discussion?
Does it provide a context for inquiry which leads back to the AOI?
Is it judgmental / leading?
Is it interesting/ engaging?
Does it lead to more questions or further inquiry?
Does it promote higher order thinking?
Is it succinct?
Can it be used to make connections with diverse content?

25. Examples Who was a great person? History What is health?
Health and Physical Education/Science
What is a good house?
Design Technology
When are laws fair?
Humanities
MYP year 4 or 5 students will often study WWII in their humanities course. The teacher wants the students to understand and remember that being a member of a community means having to make decisions and take responsibility, and that this may be very difficult and complicated.
This relates to community and service.
The guiding question will lead the students to question their own responsibilities and actions towards their communities, whilst trying to understand how other people in the past might have reacted to complex community-related issues.
The question extends inquiry and learning beyond one context, and therefore allows multiple perspectives in terms of time and cultures.

26. Examples Where does hunger come from? Science/Geography
How do humans communicate?
Languages/Arts
Where do we find patterns?
Mathematics
What is life?
Science
What is art?
Arts

27. Authorization / Evaluation
Where do I get information?
Evaluation Guide
What do I need to do next? Action plan!

28. Language Policy What is a language policy?
Making the language policy a working document
Sample language policies

29. Languages ESOL Additional languages – language B Language A
What does your school do? Refer to the programme standards and practices to evaluate your school’s language structures.

30. Working with resistance
Group 1 (A & B)
Group 2 ( A & B)
MYP Coordinators – the people that ‘make the MYP Happen’!
Reluctant and resistant group comprised of teachers, parents, administrators, and board members.

31. Contexts Staff meeting Parent meeting Board meeting
Senior leadership meeting

32. Process Step 1 Divide into international / national schools Step 2
Assign roles in the resistant group – teacher, coordinator, board member, parent and allocate meeting context in the advocate group (i.e. parent, board, admin or staff meeting meeting etc)
Step 3
Develop arguments either for or against the MYP. Consider the perspective of the group you are representing or will be aiming to convince
Step 4
Simulation exercise – resistant group begins discussion
Step 5
Reflection and synthesis of strategies

33. Thoughts …. Reflection Questions: Where to from here?
What does an MYP classroom look like?
How do I deal with resistance?
What are my strengths/weaknesses as a Coordinator?

34. Reflection and Evaluation
Strengths
Weaknesses
Opportunities
Threats
Action: