Appendix 8 - Criterion B. DEFINE THE GOAL - Final

Tuesday, October 2, 2012

Criterion B: Define the goal

Students must:

o  identify and explain a topic based on personal interest

o  justify one focus area of interaction as a context for the project

o  outline a clear, achievable, challenging goal

o  create specifications that will be used to evaluate the project’s outcome/product.

Look for these in the:

·          Intro

Criterion B: Define the goal

Students should:

·                   identify and explain a topic based on personal interest

·                   justify one focus area of interaction as a context for the project

·                   outline a clear, achievable, challenging goal

·                   create specifications that will be used to evaluate the project’s outcome/product.

The specifications for the product/outcome created by the student, in consultation with the project supervisor, are used to evaluate the success of the project.

These student-created specifications for their product/outcome link to criterion E, in which the student evaluates his or her outcome/product.

 Glossary

1.      Students should:     1)identify and explain a topic based on personal interest, 2)justify one focus area of interaction as a context for the project, 3)outline a clear, achievable, challenging goal

·              Outline                                    Give a brief account.

·              Describe                                    Give a detailed account or picture of a situation, event, pattern or process.

·              Justify                                    Give valid reasons or evidence to support an answer or conclusion.

2.      Students should create specifications that will be used to evaluate the project’s outcome/product.

·              Lack of definition:  Complete specifications without definition

·              Satisfactory :  Complete Specifications with definition

·              Appropriately rigorous :  Complete specifications which has quality, with definition supported by research

Level of Achievement	Descriptor Evidence	Task Specific Clarifications
0	The student has not reached a standard described by any of the descriptors given below.
1	The student: •          identifies the topic of interest, a focus area of interaction and a limited goal •          creates minimal specifications to evaluate the project’s outcome/product or none at all.	·              Identify              Provide an answer from a number of possibilities. Recognize and state briefly a              distinguishing fact or feature ·              Minimal             :  No specifications/incomplete, not related to the goal
2	The student: •          outlines superficially the topic of interest, the focus area of interaction and an achievable goal •          creates specifications for evaluating the project’s outcome/product, however they lack definition.	·              Outline                       Give a brief account. ·              Lack of definition:  Complete specifications without definition
3	The student: •          describes clearly the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal •          creates satisfactory specifications for evaluating the project’s outcome/product.	·              Describe                    Give a detailed account or picture of a situation, event, pattern or process. ·              Satisfactory               :  Complete Specifications with definition
4	The student: •          justifies effectively the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal •          creates appropriately rigorous specifications for evaluating the project’s outcome/product.	·              Justify                Give valid reasons or evidence to support an answer or conclusion ·              Appropriately rigorous             :  Complete specifications which has quality, with definition supported by research

Area of interaction focus  The AOI provides the context of the personal project process Which area of interaction will be my focus? How does the inquiry cycle work within my project?		MY TOPIC and THE MOTIVATION/INSPIRATION OF THE PROJECT
Human Ingenuity		My topic is on art and cultures/countries. The motivation/inspiration of the project is the fact that I am quite capable and interested in art, and am also interested in the differences and similarities between cultures/countries.
Explore system, solutions and products Apply transfer of knowledge and skills Describe the products of innovation

MY GOAL(*) What will you do? Who will be your targeted people/community? How will you accomplish your goal?

My goal will be to create different artworks representing cultures and countries. I will accomplish my goal by first researching for ideas and then continue to create the product until I get a satisfactory result. I may also interview people around me for their opinion on cultures and countries as well as their opinion on my product.

(Taken from MYP Unit Planner)

 

1.     INQUIRY QUESTION , simply change your goal statement into a question form which sounds provoking, challenging, yet authentic(*)

How can I represent different cultures/countries through a number of artworks?

2.     GUIDING QUESTIONS OF MY RESEARCH:

1.     What media can I use to present my artwork?

2.     What are famous/iconic things from different countries/cultures?

3.     What resources can I use and whom can I use as a resource for my research on countries/cultures, and on the artworks that I will create?

4.     What tools/materials will I need to create my artworks?

3.     DESCRIPTION OF THE PROJECT:  My product will be/look like/involve

My product will be number of artworks, each representing a culture/country through the materials involved in creating the artwork, and the picture depicted through the artwork.

4.     PROJECT’s OUTCOME SPECIFICATIONS.    The specifications of my project’s outcome is:

-        I must create 10 artworks, each representing 10 countries/cultures.

-        The material used in each artwork should have to do with the country/culture it represents.

-        The artwork (picture) created should represent each designated country/culture.

5.     TIMELINE TO ACHIEVE MY GOAL.  The planning must be adjusted to School Personal Project Timeline

June - July (school holiday): Begin research related to my PP as well as finalization of project goal, inquiry questions, specifications, AOI and such.

July – September: Continue research related to the project.

September: Creating the product (the artworks)

December 6, 2012: Submission of final product

December: Begin to write the written report after evaluating the product.

February 15, 2012: Personal Project due (written work, process journal and product.)

NOTE:

*GOAL and INQUIRY QUESTION

You now have an area of interaction and a topic of interest. You must set a goal – what you aim to achieve with your project. The best way of describing your goal is to create a question that will guide your investigation. Your question must refer­ence:

•          your area of interaction

•          your topic

•          SMARTEC(specific, Measurable, Achievable, Realistic, Time, Ethical and Challenging.

Your question must demand inquiry, and not be a question that can be answered in a sentence or two.

Some examples of inquiry questions include:

Human ingenuity questions:

— What ingenious ideas will enable house­holders to reduce their carbon footprint on the planet?

— What ingenious processes are involved in authentically rejuvenating an antique ward­robe?

— How have ingenious humans developed human flight over time and what might the future hold?

— What can be done to improve access to all areas of our school for students with physical movement disabilities?

— What factors and clever strategies enable a performer to excel in a performance?

Environments questions:

— What materials and methods can lighting designers use to ensure that lighting systems are friendly to the environment?

— Is the school’s use of resources efficient or wasteful and what can be done to improve the existing situation?

— What are the best environmental condi­tions for rearing birds in captivity and why are those conditions effective?

— Why should we be concerned about the local environment and what should be done to improve it?

— How can I positively improve the current environment within my family’s home?

Approaches to learning questions:

— What strategies and techniques can stu­dents use to more effectively manage and complete homework?

— How can a coach effectively improve the individual and team ball-handling skills of junior basketball players?

— How might our school enable all teachers to become proficient with Information and Communication Technologies?

— What could teachers do to make learning experiences more enjoyable and effective for Middle School students at our school?

— Why is it important to train a dog and what are effective ways to achieve this aim?

Health and social education questions:

— Is it important to have single gender classes at school or should everyone be in coeducational classes all the time?

— What exactly is a healthy lifestyle and is it the same for everyone?

— Why is it important to have a school tran­sition program for new students and what should it involve?

— How effective is the existing drug aware­ness program in our community, and what could be done to improve drug awareness and the dangers of substance abuse among our peers?

— Does the existing homework program help or hinder students’ relationships with family and friends, and are there improve­ments that could be made to the program?

Community and service questions:

— How can school students really help peo­ple in need in the international community?

— What actions should the general commu­nity take to enable older citizens to live safe and comfortable lives?

— How can a person change the world for the better through service without spending money?

— What can we do to bring the international community together to fulfil the International Baccalaureate mission?

— How does my church actively serve the wider community and how might I get in­volved?

(Taken from SSIS Personal Project Student Guide)