THE

OGDENINTERNATIONAL
SCHOOL OF CHICAGO

A STUDENT GUIDE TO THE
IB MYP PERSONAL PROJECT

Name: ______________________________

Advisory: ____________________________

THE OGDEN INTERNATIONAL SCHOOL OF CHICAGO
1250 W. Erie
Chicago, IL 60642

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TABLE OF CONTENTS
Introduction to the Personal Project..Page 3

What do I have to do/turn in? Page 4

What is the process journal? Page 5

What is the product/outcome?.....Page 6

What is the personal project report?..Page 7

What steps do I have to take in order to complete the Personal Project?................Page 8

Project Proposal...Pages 9-11

Research and Application....Page 12

Taking Action....Page 12

Learner Profile Connections / Reflections.Page 13

Explaining the MYP Global Contexts.Page 13

How is my project graded? .Page 14

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INTRODUCTION TO THE PERSONAL PROJECT

What is a Personal Project and why do it?
The personal project encourages students to practice and strengthen their approaches
to learning (ATL) skills, to consolidate prior and subject-specific learning, and to develop
an area of personal interest. The personal project provides an excellent opportunity for
students to produce a truly personal and often creative product/outcome and to
demonstrate a consolidation of their learning in the MYP. The project offers many
opportunities for differentiation of learning and expression according to students
individual needs. The personal nature of the project is important; the project should
revolve around a challenge that motivates and interests the individual student. Each
student develops a personal project independently.

Whatever type of Personal Project you decide on, it should:
have a clear and achievable goal
be focused on a Global Context (see page 13 for more details)
allow you to express a truly personal message
be the result of your initiative, creativity and ability to organize and plan
reflect your special interests, hobbies, special abilities, or concerns about particular
issues
deal with a topic or area to which you are committed
be entirely your own workauthenticity is very important and you are required to
sign a document stating that the personal project is your own work.

Your project must not:
be part of any project or assignment you have done before
take over your 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 of your Ogden courses (ex. an extension of your science
fair project; a response to a novel you have read in English class.)

The aims of the MYP projects are to encourage and enable students to:
participate in a sustained, self-directed inquiry within a global context
generate creative new insights and develop deeper understandings through in-depth
investigation
demonstrate the skills, attitudes and knowledge required to complete a project over
an extended period of time
communicate effectively in a variety of situations
demonstrate responsible action through, or as a result of, learning
appreciate the process of learning and take pride in their accomplishments.

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WHAT DO I HAVE TO DO/TURN IN?

There are four major components to the Personal Project:

1. The Process Journal A space to document the steps you take and your evolving
thinking about the project from brainstorming a topic to reflecting on your
final product.
2. The Product/Outcome This is the thing you produce in order to accomplish
your project goal. Examples include: a video, an essay, a play, a fundraising
campaign, a website, etc. You evaluate its success by measuring the
product/outcome against criteria that you create in advance.

(see Creating Project Criteria page 10 of this guide)
3. Personal Project Report You must create a detailed report of your project
including evidence that you have met the Personal Project Assessment Criteria
(see How is my project graded? on page 14 of this guide). The report must have a
specific structure and include specific sections.
4. Interview with a teacher panel Each student will present their product and
personal project report to a panel of teachers after the due date for the Personal
Project. Students will be responsible for explaining the goal of the project, how
they reached the goal, and what they got out of completing the Personal Project.

Process


Journal



A place for:



Brainstorming

Planning
Recording

interactions
with

sources (books,
online sources,

teachers,

advisors,

supervisors)

Important
ideas,
Reflection








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Product/
Outcome
Based on the goal
you define.

Evaluated based on
the specifications
you create
Can have multiple
formats this is
your chance to be
creative!

Personal
Project
Report

Interview with
a teacher
panel

Contains evidence
that you met the
assessment criteria.

Explains your
process of reaching
your goal.

Used to score your

project.

Reflects on what
went well, and what
you would change.

Must follow a
specific structure.

Showcases your
project to the
Ogden community.

WHAT IS THE PROCESS JOURNAL?

The Personal Project is more about HOW you do it than WHAT you do. The process
journal will help guide you to make sure you emphasize the HOW of your work.

The process journal should be updated regularly during the development of the project
and should be used to record progress HONESTLY. Students should make about 2-3
process journal entries per week.

The process journal is:
The process journal is not:
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 work completed
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.

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.

Process Journals can be found on ogdenchicago.managebac.com

To log in, students should use their CPS email address and the temporary password of: ogdenib
Students can find their Process journal by following the instructions below.


















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After logging in, select

Personal Project from the
IB Manager dropdown
selections

Click
Process
Journal to
make entries
Include several different types of journal entries, from simple text, to
URLs, videos, pictures, and files!

WHAT IS THE PROUCT/OUTCOME?

The product/outcome of your Personal Project can be anythingYES ANYTHING! This is
your opportunity to be creative, think outside the box, and do something that you might
not normally be able to do in a class. In the past students have turned in demo CDs,
original pieces of artwork, short stories, videos, scrapbooks, presentations, photo
albums, cookbooks, performances, hand made objects, blueprints, computer
animations, and so much more.

There are only a few requirements for the product/outcome:

1. It must be based on your stated goal.

(more information on formulating a goal can be found on page 9 of this guide)
2. It should be challenging yet achievable.
3. It must adhere to the policies stated in the Chicago Public Schools Student Code
of Conduct.

Examples of Products/Outcomes:

A model of an eco-friendly home
















A video tutorial of basic soccer skills

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A magazine written by teenage

girls, for teenage girls.

A collection of pictures taken while teaching

elementary students about recycling.

WHAT IS THE PERSONAL PROJECT REPORT?

The Personal Project Report is a structured piece of writing that shows evidence of the
entire process you went through to complete your Personal Project. There is a specific
structure that you must follow and specific criteria that you must include.

Much of your grade on this project comes from your supervisor and the MYP
coordinator reviewing the Personal Statement Report you submit. It is therefore VERY
important that the following objectives are thorough and complete.

Personal Project Cover Sheet (to be given by Mr. MacDonald)

Table of contents
An Introduction (approximately 1 page)
Personal Project Proposal (approximately 2-3 pages)

(more information on Proposals can be found on pages 9-11 of this guide)

Research and Application (approximately 2-3 pages)

(more information on Research and Application can be found on page 12 of this guide)

Taking Action (approximately 1 2 pages)

(more information on Taking Action can be found on page 12 of this guide)

Learner Profile Connections / Reflections (approximately 1-2 pages)

(more information on Reflections can be found on page 13 of this guide)

Appendices (if appropriate). This is an additional page(s) where you may include
addition materials that support your project including diagrams, photographs,
flow charts, sheet music, charts, graphs, and illustrations.

How long does my Personal Statement Report have to be?

The length of the Personal Project Report varies, given the variety of types of projects
that is acceptable. The International Baccalaureate expects students to express
reflective thinking in a concise and precise manner. Therefore, the minimum length of
the report is 1,500 words. The maximum length is 3,500 words. The report does not
replace the product/outcome of the personal project. If the product/outcome of a
project is in written form, such as an essay or novel, this is considered as distinct from
the Personal Project Report.









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WHAT STEPS DO I HAVE TO TAKE IN ORDER TO COMPLETE THE PERSONAL PROJECT?

**All steps are summarized below, then detailed on pages 9-13 of this guide.

1. Project Proposal
Decide on a
Identify and
challenging, yet
Brainstorm a goal and
justify one
realistic
purpose of the goal Global Context
product/outcome
for your project.
on which you
that you can
will focus.
accomplish.

Create criteria
Find a
that can be used
supervisor to evaluate your
product/outcome

2. Research and Application

Evaluate the sources
by considering:
Find a variety of
Is the author
relevant sources
credible?
(e.g. books,
Is the information
periodicals,
current?
websites,
Is the information
interviews, images,
accurate?
etc.)
Who is the intended
audience?

Interpret the
Use the information-
information by
transfer and apply it
considering:
to your goal by:
Why does the
Making decisions
information
Creating solutions
matter?
Developing
How is it relevant
understanding
to my stated goal?

3. Taking Action
Create the product/outcome defined by
your goal

Evaluate the product/outcome using the

criteria you created in step 1

4. Learner Profile Connections/Reflections

How did completing the
How did completing the
project extend your
project extend your
knowledge/ understanding understanding of the Global
of the topic?
Context chosen?

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How have you grown as a

learner by completing the
project?

PROJECT PROPOSAL

1. Formulating a goal and purpose

The goal and purpose that you create will act as a guide so that you will work on only
what is needed for your project. Creating a goal will help you in three (3) ways:
It will stimulate interest in your project
It will help prevent you from getting overwhelmed about all the information you
may find.
It will save you valuable time and energy.

To write a worthwhile goal, first answer these questions as best you can:
1. What is my real personal interest in the topic Ive chosen?
2. What knowledge do I hope to acquire by doing this project?
3. What skills do I want to develop?
4. What do I specifically want to learn about my topic?

Make sure your goal is specific and tangible:
Too vague/general

More specific/targeted
"I want to improve my lyrics by researching and drawing inspiration
"Learning to rap."
from local rappers and MCs."
"I want to document what its like to live in Pilsen through
"Photography."
photography."
"I want to create a range of handbags using second-hand materials to
"Making handbags.
promote a sustainable future."
"I want to design and test a professional basketball players training
"I want to know about pro basketball."
regimen."
"I want to know what it takes to become a chef by shadowing different
"I want to learn to cook"
professionals in the food service industry.

2. Identifying Global Context
The global context chosen by the student provides a context for inquiry and research for
the project. Students choose only one global context to define their goal. In most cases
other global contexts may inform the project or offer other perspectives, but the focus
on one context will present opportunities that emerge through (self-imposed)
limitations and give a specific focus to the project.
There are six Global Contexts to choose from. Each of them is described in detail on
page 13 of this guide. They are:
Identities and relationships
Orientation in space and time
Personal and cultural expression
Scientific and technical innovation
Globalization and sustainability
Fairness and development

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3. Finding a Supervisor Can I get a little help here!?

The Personal Project is a large, sometimes daunting task. You may have chosen a topic
or goal that you have little experience with and may not know where to start, who to
talk to, or what to do. Therefore, all students must find a supervisor that can help guide
them in the process of completing their personal project. Faculty members at Ogden
International have special skills or areas of expertise beyond being awesome teachers.
Therefore, your supervisor must be any staff member at Ogden International. It is wise
to reach out to teachers and staff members who may have specific knowledge about
your topic and/or you have an established, professional relationship with.

You must give your supervisor a reliable e-mail address that you check regularly
Your supervisor will check in with you from time to time, but it is YOUR
RESPONSIBILITY to arrange meetings with your supervisor and to come to those
meetings prepared.
Your supervisor must sign off that the work is your own, so be careful to cite
every source and do not just copy and paste!


4. Creating Project Criteria

As part of the goal, students must determine a final product/outcome of their project.
The product/outcome might be an original work of art, a model, a business plan, a
campaign, a blueprint or architectural drawing, an essay, a course of study, a debate, a
film or some other work.
Students must define realistic criteria to measure the quality of the projects final
outcome or product. Working with their supervisor, students decide what constitutes a
high-quality product/outcome. Some appropriate tools for setting standards and
assessing quality include checklists or rubrics. Students document the criteria in their
process journal and use them to assess the final outcome or product.
Students should choose at least five of the following components for their
product/outcome. They should then develop descriptions that detail what a limited,
adequate, substantial, and rigorous outcome would consist of. An example of a
completed student criteria rubric can be found on the following page.





ASK YOURSELF: What qualities or properties should my product / outcome have in order
for me to say YES! This is exactly as I planned it.


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SAMPLE STUDENT CRITERIA RUBRIC:

Your goal:
Your Global Context:

Aesthetics
(Appearance,
styles, color,
shape, pattern,
form, texture,
finish, layout)

1-2
Limited

- Loose pages of
different recipes. -
A few (3-5) photos

3-4
Adequate

- A booklet
containing
recipes.
- A few (3-5) color
photos

5-6
Substantial

- A booklet with
gloss pages of the
recipes.
- Color photos
accompany most
(>75%) of the
recipes

7-8
Rigorous

- A hardcover
book with gloss
pages of the
recipes.
- Color photos
accompany each
recipe.

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To create a vegetarian cookbook that provides educational information and easy to

create recipes suitable for all ages (teen and up).
An inquiry into identities and relationships.
Size/Content (Are
User/Audience
there any specific
Cost (Is there a
Function (What is its
(Who is it for?
sizes that need to
maximum cost? Is
purpose? What will
Consider age,
be considered? Is
that a
it do? How easily
gender,
there a particular
material/time
can it be
socioeconomic
amount of
cost?)
used/maintained?)
background)
content
required?)
- Less than five
Audience not
Unsure of cost of
Create a cookbook
recipes.
specified or
book.
with a few snacks.
- No particular
clear.
size.
- Create a
vegetarian
Audience must
cookbook that
- Between five
be experienced
Each book to cost
includes snacks and
and ten recipes
cooks in order
between $5-$25
desserts.
- The size of a
to use
- Recipes are
regular cookbook
cookbook.
organized by level of
difficulty.
- Create a
Audience must
vegetarian
be adults who
- Between 10-15
cookbook of snacks,
know basic
recipes
Each book to cost
desserts and main
cooking
- The size of a
between $5-15
dishes
techniques in
medium-sized
- Recipes are
order to use
cookbook.
organized by level of
cookbook
difficulty.
- Create a
vegetarian
cookbook of snack,
Audience can be desserts and main
teenagers or up
dishes
- Fifteen or more
who know
- Recipes are
recipes
Each book to cost
minimal cooking organized by level of - 30cm X 20cm in
no more than $10
techniques in
difficulty, and
size
order to use
include time needed

cookbook
to prepare.
- Nutritional
information is
included.

RESEARCH AND APPLICATION

Here is what you need to keep in mind as you collect sources to help you compete your
project:

Use a variety of sources.
Possible sources
Be very careful to record the bibliographic

include:
information for every resource that you

- Your supervisor
consult.
- Other teachers

Use MLA for referencing.
- Books &

When your resource is a person, get the
periodicals

correct spelling of their full name and
- Adults in the
record the date on which you spoke.

community
For websites, print off one page and get

- Websites
the URL and date you accessed the site.


When evaluating your sources, consider:

Origin where did the information come

Websites such as
from?

questiaschool.com,
Purpose Why did the author write it?
www.easybib.com and

Value Why does its origin and purpose
www.owl.english.purdue.com

make the source believable/trustworthy?
are great tools to record
Limitation Why does its origin and

accurate bibliographic
purpose make the source NOT so

information in the correct
believable/trustworthy?

format!


As you complete your Personal Project Report,

you should answer these questions for each
source, similar to an annotated bibliography in

the Research and Application section


When you are able to answer the above questions, it should be easier to transfer and
apply the information you gathered. In the Research and Application section of your
Personal Project Report, you should answer the following:
How did I use the information I gathered to help me make decisions in moving
towards my goal?
How did I use the information to help me create solutions related to my goal?
How did the information help me develop a greater understanding about my
topic?

TAKING ACTION

This will take some time and will involve a different process from one project to
another, depending on your defined product/outcome. Some important things to
remember:

Plan out how you will create the product/outcome before getting started.
Leave enough time to accomplish this before the deadline.
Use the criteria you created to guide your work.
In the Taking Action section of your Personal Statement Report, you will
evaluate you product/outcome by showing how it met or did not meet the
specifications.
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LEARNER PROFILE CONNECTIONS / REFLECTIONS

There are three big questions/prompts that should guide you in your reflection:

1. How did completing the project extend your knowledge/understanding of the
topic?

2. How did completing the project extend your understanding of the chosen Area
of Interaction?

3. How have you grown as a learner by completing the project? What learner
profile traits did you exhibit during your project?

You should reflect on your learning throughout the entire process and record these
reflections in your Process Journal. You must explain your reflections in the Reflections
section in your Personal Project Report.


Process Journal
Selection and application of

sources

Reflection

Completion of Personal

Creation of product/outcome
Project Report


EXPLAINING THE MYP GLOBAL CONTEXTS
Global Context
Identities and relationships
Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including
families, friends, communities and cultures; what it means to be human.
Orientation in space and time
Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of
humankind; the relationships between and the interconnectedness of individuals and civilizations from personal, local and global
perspectives.
Personal and cultural expression
Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we
reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Scientific and technical innovation
Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their
understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact
of environments on human activity; how humans adapt environments to their needs.
Scientific and technical innovation
Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their
understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact
of environments on human activity; how humans adapt environments to their needs.
Globalization and sustainability
Students will explore the interconnectednessof human-made systems and communities; the relationship between local and global processes;
how local experiences mediate the global; the opportunities and tensions provided by world- interconnectedness; the impact of decisionmaking on humankind and the environment.
Fairness and development
Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and
with other living things; access to equal opportunities; peace and conflict resolution.

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