MYP personal project—Teacher support materials

Communication

Thinking Social
Approaches
to learning
(ATL)

Self-
Research
management

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MYP personal project—Teacher support materials

Thinking: Creative thinking

Generating novel ideas and considering new perspectives
Skills-related objective

• Use brainstorming and visual diagrams to generate new ideas and inquiries

ME
My interests and hobbies My skills

My project ideas My academic preferences

My academic shortcomings What I don't want

Taking these findings into account, what learning goals (what I want to learn) could I develop?

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MYP personal project—Teacher support materials

Skills-related objective

• Set goals that are challenging and realistic

Students present what their project is about.

Choose a research
topic that you want
to explore.

What will your

learning goal be? (To
inform, to raise
awareness, to
develop a skill, etc)

Describe how your

learning goal is
linked to your
personal interests.

What will your

product be?

What impact will Rationale:

your project have on
you or on your
learning?

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MYP personal project—Teacher support materials

Self-management: Organization
Managing time and tasks effectively

Skills-related objectives

• Plan short- and long-term assignments

• Keep and use a weekly planner for assignments
• Create plans to prepare for summative assessments

ACTION PLAN

Expected
Task New date Rationale
date

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MYP personal project—Teacher support materials

Self-management: Research: Research:

Organization Information literacy Media literacy
Managing time and tasks Finding, interpreting, judging Interacting with media to use and create ideas
effectively and creating information and information
Skills-related objectives Skills-related objectives Skills-related objectives

• Keep an organized and • Present information in a • Locate, organize, analyse, evaluate,

logical system of variety of formats and synthesize and ethically use information
information platforms from a variety of sources and media
files/notebooks • Collect, record and verify (including digital social media and online
• Use appropriate strategies data networks)
for organizing complex • Seek a range of perspectives from multiple
information and varied sources
• Compare, contrast and draw connections
among (multi)media resources

RESEARCH PLAN:

Learning goal:

Product:

1. LEARNING GOAL:

Strand Sources used Methods and Links to success criteria

techniques
1.1

1.2

1.3

1.4

2. PRODUCT:

Strand Sources used Methods and Links to success criteria

techniques
2.1

2.2

2.3

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MYP personal project—Teacher support materials

Self-management: Organization
Managing time and tasks effectively

Skills-related objectives

• Keep an organized and logical system of information files/notebooks

• Select and use technology effectively and productively
• Organize evidence collected (memory stick, Drive, portfolio, binder, etc)

Criterion A: Planning
• Learning goal and related personal interest
• Product and related success criteria
• Evidence of a plan for achieving the product and its associated success criteria

Criterion B: Applying skills

• Evidence of applying ATL skills to achieve the learning goal
• Evidence of applying ATL skills to achieve the product

Criterion C: Reflecting
• Explanation of the impact of the project on themselves or their learning
• Evaluation of the product based on the success criteria

**Research can be carried out at any point in the process.

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MYP personal project—Teacher support materials

Self-management: Reflection
(Re)considering the learning process
Choosing and using ATL skills

Skills-related objectives

• Develop new skills, techniques and strategies for effective learning

• Use new ATL skills and evaluate their effectiveness
• Consider ATL skills development

How have you developed these skills? Give specific examples of how you have used them
in
your project (before/after).
Information literacy

Media literacy

Organization

Affective skills

Collaboration

Communication

Critical thinking

Creative thinking

Transfer

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MYP personal project—Teacher support materials

Self-management: Reflection
(Re)considering the learning process
Choosing and using ATL skills

Skills-related objectives

• Identify strengths and weaknesses of personal learning strategies (self-assessment)

• Demonstrate flexibility in the selection and use of learning strategies
• Consider personal learning strategies

Have you reflected on how you learn? Have you reflected on what you used to do and what you
do now?

I used to think … Now I think …

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MYP personal project—Teacher support materials

Self-management: Reflection
(Re)considering the learning process
Choosing and using ATL skills

Use the ATL chart to answer these questions.

Have I developed new skills, techniques and strategies for effective learning? If so, please give
examples.

During my project, have I identified strengths and weaknesses in my personal learning

strategies? If so, please give examples.

How can I make my learning more effective and efficient?

What has helped me to learn effectively?

During my project, did I use new learning strategies? If so, please give examples.

During my project, have I tried other ways or methods of working? Were they effective?

Which skills did I already have?

Which skill(s) will I work on in the future?

Have my strengths and ways of doing things benefited my peers? Give an example.

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MYP personal project—Teacher support materials

Self-management: Reflection
(Re)considering the learning process
Choosing and using ATL skills

Answer these questions.

What did I learn about my learning goal?

What would I like to explore in relation to my learning goal or product?

What questions do I have after my project?

Have existing products inspired me to create my own? Give examples.

Am I aware of the ethical, cultural and environmental implications of my project? Give

examples.

When collecting evidence, have I recorded how my reflections changed?

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MYP personal project—Teacher support materials

Self-management: Affective skills

Managing state of mind

Mindfulness

Sources of distraction Means put in place to avoid this distraction and concentrate on
the task

Perseverance

What means did you use to …

Examples of means used

persevere and persist?

reward yourself?

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MYP personal project—Teacher support materials

Emotional management

What means did you use to …

Examples of means used

overcome your anger?

reduce your level of

anxiety and stress?

Self-motivation

Sources of demotivation Examples of means to motivate yourself

Resilience

Difficulties encountered Examples of means used to manage these difficulties

(adversity, failures,
mistakes,
disappointments, changes)

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MYP personal project—Teacher support materials

Social: Collaboration
Effective collaboration

Find my contributors

Skills-related objectives

• Use social media networks appropriately to build and develop relationships

• Listen actively to other perspectives and ideas
• Encourage others to contribute
• Give and receive meaningful feedback

Whom can I work with? Who will my resource people be?

• Supervisor
• Peers
• Alumni
• Community resource people
• Family
• Close friends
• Social media users
• Teachers
• Technicians
• Contacts via other people
• Others

Who will my resource people be? Name and State how this person can help you in one of
title. the strands of your project.

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MYP personal project—Teacher support materials

Social: Collaboration
Effective collaboration

Offer help

Skills-related objectives

• Practise empathy
• Help others to succeed

If one of your peers asks for help to complete their personal project, you can record your
collaboration using the table below.

Whom did I help? Why did they ask me for help?

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MYP personal project—Teacher support materials

Social: Collaboration
Effective collaboration

Contribute to teamwork

Skills-related objectives

• Take responsibility for one's own actions

• Delegate and share responsibility for decision-making
• Manage and resolve conflict, and work collaboratively in teams
• Build consensus
• Make fair and equitable decisions
• Negotiate effectively
• Exercise leadership and take on a variety of roles within groups
• Advocate for one's own rights and needs

If the project entails teamwork, you can fill in the table below.

Which skills-related objectives have you Give a specific example.

developed?

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MYP personal project—Teacher support materials

Research: Information literacy

Finding, interpreting, judging and creating information

Skills-related objective

• Collect and analyse data to identify solutions and make informed decisions

CHOOSE A LEARNING GOAL

Steps Your information
1. Choose a learning goal

What about this learning goal interests me?

Solution→ Make a list or brainstorm my likes and interests.

Does my learning goal allow me to find enough information?

Solution→ Check your resource centre directory.

Question:
2. Define the learning goal

How should I approach my learning goal?

Solution→ Consult reference materials.

Is my learning goal specific?

Solution→ Try to pinpoint the approach, place, period, global context
or a societal aspect (geography, society, politics, economics, culture,
technology).

Question:

3. Identify your project's learning goal

What is the purpose of my research?

To convince? To compare? To describe? To explain? To clarify?

Question:

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MYP personal project—Teacher support materials

Research: Information literacy

Finding, interpreting, judging and creating information

Skills-related objective

• Collect and analyse data to identify solutions and make informed decisions

What do I want to What do I want to What have I found out? How does the
learn (learning know in relation to the information I have
goal)? learning goal? found out help me
achieve my learning
goal and complete my
product?

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MYP personal project—Teacher support materials

Research: Information literacy

Finding, interpreting, judging and creating information

Skills-related objective

• Identify primary and secondary sources

Types Details

Secondary sources

Reference material Dictionary, encyclopedia (print, online, CD-ROM)

Book Novel, poetry anthology, play, biography, essay, atlas, etc (print or digital)

Journal article Article from a magazine or journal (print or online with a print edition)

DVD Film, documentary, short or feature film

CD Audio recording (music, interview)

Online journal article Article from a magazine or journal (online edition only)

Online encyclopedia Article from an online encyclopedia (for example, Wikipedia)

entry

Photo or image Work of art, photograph, map

Website A company or organization's website

Online video All types of online videos (film clip, interview, videoclip, documentary, advert, etc)

Other Diagrams, statistical data, sewing pattern, thesis, archives, blog, radio programme,
correspondence, social media and online networks, etc

Primary sources

Data Survey, questionnaire

Resource people Mentor, interviewees (in person or otherwise)

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MYP personal project—Teacher support materials

Communication
Exchanging thoughts, messages and information effectively through interaction

Skills-related objectives

• Give and receive meaningful feedback

• Use appropriate forms of writing for different purposes and audiences
• Use a variety of media to communicate with a range of audiences
• Collaborate with peers and experts using a variety of digital environments and media
• Write for different purposes

Letter template (interview, survey, telephone

interview)

[Town], 14 April 2020

Re. Interview request

Dear Ms/Mr [name of addressee],

I am a student at [name of school] in [town]. I am carrying out a project as part of my studies. The topic of
my project is social engagement. I think you are an excellent example of someone actively involved in
community life. I am writing to ask you for an interview so that I may include your experience in my project.

If you agree to meet me, I will send you my questions in advance. They will mainly be about your reasons
for helping others. I would also like to ask you about the benefits you get out of your volunteer work.
Through my project, I wish to show that volunteering helps both the volunteer and those being helped.

Should you kindly accept my request, I am available every afternoon from 3pm. As your schedule will no doubt
be busy, kindly indicate whether you would prefer to be interviewed face to face, by email or by telephone.
Please rest assured that this is a serious undertaking. My supervisor 's name is [name of supervisor] and his/her
telephone number is [telephone number].

Thank you for your consideration.

Student's name
Email:
Student at [Name of school]
[Class]

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MYP personal project—Teacher support materials

Communication
Exchanging thoughts, messages and information effectively through interaction

Skills-related objectives

• Give and receive meaningful feedback

• Use appropriate forms of writing for different purposes and audiences
• Use a variety of media to communicate with a range of audiences
• Collaborate with peers and experts using a variety of digital environments and media
• Write for different purposes

Preparation for the interview or telephone call

Before the meeting

● Name of interviewee:
● Contact details:
● Meeting date:

Define the purpose of the meeting:

Prepare questions (be sure to formulate neutral questions)

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MYP personal project—Teacher support materials

Conducting the meeting

1. Introduce yourself.
2. Explain the purpose of the meeting.
3. Ask questions and write down the answers.

Question 1:

Answer

Question 2:

Answer

Question 3:

Answer

4. Thank the interviewee.

After the meeting

● Organize the information received.

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MYP personal project—Teacher support materials

Research: Research: Communication

Information literacy Media literacy Reading, writing and using language to
Finding, interpreting, judging and Interacting with media to use gather and communicate information
creating information and
create ideas and information
Skills-related objectives Skills-related objectives Skills-related objectives

• Present information in • Locate, organize, analyse, • Read critically and for

a variety of formats evaluate, synthesize and comprehension
and platforms ethically use information • Read a variety of sources for
• Collect, record and from a variety of sources information and for
verify data and media (including digital pleasure
• Make connections social media and online • Paraphrase accurately and
between various sources networks) concisely
of information • Seek a range of • Make effective summary notes
• Evaluate and select perspectives from for studying
information sources and multiple and varied • Preview and skim texts to build
digital tools based on sources understanding
their appropriateness to • Compare, contrast and • Structure information in
specific tasks draw connections among summaries and reports
(multi)media resources

Records

Make a list of research questions. What is the learning goal? Does my learning goal allow me to
find enough information? How should I approach my learning goal? Is my learning goal specific? What
is the purpose of my research?

Craft the answers to your questions and indicate the sources used.

Source type:
Media reference:
Question:

Answer: information summarized in your own words

Source assessment:

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MYP personal project—Teacher support materials

Research: Communication
Information literacy Reading, writing and using language to gather and communicate
Finding, interpreting, judging and creating information
information
Skills-related objectives Skills-related objectives

• Collect, record and verify • Read critically and for comprehension

data • Read a variety of sources for information and for pleasure
• Make connections between • Paraphrase accurately and concisely
various sources of • Make effective summary notes for studying
information • Preview and skim texts to build understanding
• Present information in • Structure information in summaries and reports
a variety of formats
and platforms

Annotations

Annotations help you highlight key information in a text.

1. Identify and highlight information relevant to the project.

2. State what aspects of inquiry this information pertains to.

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MYP personal project—Teacher support materials

Research:
Information literacy
Finding, interpreting, judging and creating information

Skills-related objective

• Evaluate and select information sources and digital tools based on their appropriateness to
specific tasks

Source assessment grid

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MYP personal project—Teacher support materials

Research: Information literacy

Finding, interpreting, judging and creating information

Skills-related objective

• Evaluate and select information sources and digital tools based on their appropriateness to
specific tasks

Source assessment grid

Source reference

Source assessment grid

Level descriptors 1 = Weak 2 = Average 3 = Excellent

Achievement
Criteria Explanation of chosen level
level

Creator

Source

Objectivity

Quality

Quantity

Total

Comments:

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MYP personal project—Teacher support materials

Communication
Exchanging thoughts, messages and information effectively through interaction

Skills-related objectives

• Give and receive meaningful feedback

• Collaborate with peers and experts using a variety of digital environments and media
• Share ideas with multiple audiences using a variety of digital environments and media

Throughout your project, how have you communicated and worked with others?

With your resource

With your supervisor?
people?

With your classmates? By email or

text
message?

Using collaborative
documents (Google Docs,
etc)? Orally?

In writing?

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MYP personal project—Teacher support materials

Communication
Exchanging thoughts, messages and information effectively through interaction

Skills-related objective

• Structure the meetings with your supervisor or another person

Meeting date Points to discuss

Meeting report
Subjects discussed:

Suggestions from your supervisor or another person:

Aspects to work on:

Follow-up tasks:

Date of next meeting:

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MYP personal project—Teacher support materials

Communication
Exchanging thoughts, messages and information effectively through interaction

Skills-related objectives

• Use a variety of media to communicate with a range of audiences

• Use appropriate forms of writing for different purposes and audiences
• Give and receive meaningful feedback
• Use a variety of speaking techniques to communicate with a variety of audiences
• Interpret and effectively use modes of non-verbal communication

Below are different elements to think about for good oral

communication.

Improve listening by
silencing your inner
voice (do not be
Ask specific, judgmental, keep an
clear and open open mind)
questions Adapt your
vocabulary

Maintain eye
contact Effective oral Have self-
communication confidence

Step back
Smile

Reformulate your
Open, relaxed
interviewee's
body language
words

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MYP personal project—Teacher support materials

Communication
Exchanging thoughts, messages and information effectively through interaction

Skills-related objectives

• Use a variety of media to communicate with a range of audiences

• Use appropriate forms of writing for different purposes and audiences
• Give and receive meaningful feedback
• Participate in, and contribute to, digital social media networks

Below are different elements to think about for good written communication (formal writing, emails,
social media).

Be clear, concise
and specific
(summarize)

Use varied, Use helpful

appropriate and headings and
suitable subheadings
vocabulary

Pay attention to Effective written Define the

your vocabulary communication purpose of the
Verba volant, communication
scripta manent

Pay attention to
the layout
Greetings

One idea per

paragraph Review

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Thinking: Creative thinking

Generating novel ideas and considering new perspectives

Skills-related objective

• Examine opposing points of view to gain perspective

Current point of view:

FOR AGAINST CONCLUSION

FOR My point of view: AGAINST

In the end, I …

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Points of view about my idea

My idea …

My conclusion:

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Highlight similar ideas (underlined in colour, marked with a +, etc).

My idea:
Related points of view:

Therefore,

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And if my idea doesn't work, what are my other options?

Option 1

Option 2 Option 4
I would like to …

Option 3

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My product:

And if … Possible solutions/expected outcomes

my research is not successful or does not turn out as expected?


the desired materials to achieve my product are not available?


the planned location or time for my project is no longer available?


the product I chose to achieve my objective is no longer suitable?


I consider input from my supervisor or those around me when I
create my product? 

Other



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MYP personal project—Teacher support materials

Thinking: Creative thinking

Generating novel ideas and considering new perspectives

Skills-related objective

• Use brainstorming and visual diagrams to generate new ideas and inquiries

My learning goal

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MYP personal project—Teacher support materials

Thinking: Creative thinking

Generating novel ideas and considering new perspectives

Skills-related objective

• Look to others to find solutions

1) I find two or three people to help me overcome my problem. (It is better to work with people you do not know as well and
who can steer you towards new ideas.)
2) I explain my problem.
3) On a sheet of paper, each person writes possible solutions to this problem (5 minutes maximum).
4) Each person gives me their piece of paper, and then I have solutions I can use to solve my problem.

*** This exercise is more interesting if each participant has a problem. Students can then share their sheets and add their ideas for
solutions to those already offered.

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MYP personal project—Teacher support materials

Thinking: Creative thinking

Generating novel ideas and considering new perspectives

Skills-related objective

• Look to others to find solutions

The problem:

Where? Who?

On their own or in
teams, students
find solutions by
asking questions
rather than
What? responding
How?
straight away.

When? Why?

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MYP personal project—Teacher support materials

Thinking: Creative thinking

Generating novel ideas and considering new perspectives

Skills-related objective

• Use brainstorming and visual diagrams to generate new ideas and inquiries

Below are example questions that I can ask myself to brainstorm effectively to finish my product.

 What can I change to improve my product?

 Could I envisage a completely different product?

 Can I achieve my learning goal in another way?

 Can people help me to come up with new ideas?

 Can similar projects inspire me?

 Can the product I envisage help me achieve another learning goal?

 Could I create a product smaller in scope and still manage to achieve my learning goal?

 Can I change how I have worded my learning goal so that it better relates to my product?

 What do I need? Time? Resources?

 What can I add to my product? Is there anything I should add to my product?

 Are there any elements of my product that I absolutely cannot change?

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MYP personal project—Teacher support materials

Thinking: Creative thinking

Generating novel ideas and considering new perspectives

Skills-related objective

• Apply existing knowledge to generate new ideas, products or processes

What I already knew … What new ideas can I have Impact on the product
thanks to this knowledge?
about my product:


about the process to achieve my

learning goal:


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Thinking: Creative thinking

Generating novel ideas and considering new perspectives

Skills-related objective

• Play with ideas and experiment

Sticky notes activity

1) Students present a problem using three questions to be displayed in class.

2) Each student receives at least three different coloured sticky notes.
3) Students write a response and/or a question related to the questions posed.
4) Students stick the sticky notes in the relevant places.
5) Teachers and/or students read the responses.
6) Students choose the two best ideas for each question.
7) Students use or reject the result of this group reflection.

***Students can keep all the sticky notes to explore other options.

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Thinking: Creative thinking

Generating novel ideas and considering new perspectives

Skills-related objective

• Play with ideas and experiment

Best case/worst case activity

1) Students share a problem with the group.

2) The class is split into two:
a) best-case scenario
b) worst-case scenario
3) Each team has to respond to a problem based on the scenario they are working on.
a) What would the best possible scenario be if we had no constraints?
b) What would the worst possible scenario be if everything went wrong?
4) Students share thoughts and improve the other team's ideas, if possible.
5) In groups, students say what should be prioritized to achieve the better outcome.
6) In groups, students say what should be avoided to prevent the worst outcome.
7) Students leave with ideas on how to improve their work from their group work.

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Thinking: Critical thinking

Analysing and evaluating issues and ideas

Skills-related objectives

• Recognize the shortcomings in their knowledge and formulate key questions

• Define any important questions to study

What I already know about …

My product Actions to complete

What knowledge am I lacking ...

About my product? About the actions?

Can I use what I've noticed about my shortcomings to formulate questions to solve my problems?

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Thinking: Transfer
Using skills and knowledge in multiple contexts

Skills-related objective

• Use knowledge, understanding and skills acquired in different subjects to create products or solutions

What I know (knowledge) What I understand (understanding) What I have mastered (ATL skills, technical
skills, manual skills, intellectual skills, etc)

How will this help me to carry out my project?

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Thinking: Transfer
Using skills and knowledge in multiple contexts

Skills-related objective

• Demonstrate personal responsibility for their continuous learning

Below is a list of questions that could help students reflect on the impact that their personal
projects have on them.

 What qualities do I need for lifelong learning?

 Have I carried out any research for my project out of curiosity?

 Have I carried out any research for my project because I am passionate about the subject?

 Has my research expanded my horizons?

 What impact has my personal project's learning goal had on me?

 I have finished my personal project. Has this work made me want to learn more about the

subject or other related subjects?

 In the course of my research, have I found interesting resources (books, resource people,

websites, etc) that have made me want to keep learning?

 Have I spoken to people who have inspired me or made me want to learn more?

 I made some mistakes during my project. How have these mistakes helped me learn and

move forward?

 Was the subject of my personal project interesting enough to make me want to learn

more?

 Did the people I encountered during my project teach me anything or make any

contribution?

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Thinking: Transfer
Using skills and knowledge in multiple contexts

Skills-related objective

• Make decisions

• The Eisenhower Matrix

+

Quadrant 2 Quadrant 1

Important but not urgent Important and urgent tasks

tasks Do
IMPORTANT

Schedule

Quadrant 4 Quadrant 3

Not important and not urgent tasks Not important but urgent tasks

Delete Delegate
–

– URGENT +

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ATL reflection tools

Criterion B: Applying
skills
Choose the ATLs to inform the report wisely.
Using an assessment scale from 1 to 10 (10 being the most important and 1 the least important),
rank the ATLs in terms of importance.
ATL skill(s) clusters Importance for furthering my Importance for achieving my
learning goal product
I. Communication

II. Collaboration

III. Organization

IV. Affective skills

V. Reflection

VI. Information
literacy
VII. Media literacy

VIII. Critical thinking

IX. Creative thinking

X. Transfer

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For ATL skills clusters that I have given a 10, which skills-related objectives (bulleted lists) have been most useful?

Skills clusters chosen to further my learning goal:

Skills-related objectives (bulleted lists):





Skills clusters chosen to achieve my product:

Skills-related objectives (bulleted lists):





The exercise I have just completed will be useful when I write my report and in fulfilling criterion B.

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