COMMUNITY PROJECT
Student Guide
START
TABLE OF CONTENTS
Student Guide
What is the Community Project?
Assessment criteria.
Community project Requirements.
Community project Timeline.
Community project Aims.
Academic Honesty.
Community project Objectives.
APA Bibliography.
The role of the Staff.
Final Presentation.
Main Components.
Tips to meet all Objectives.
What is the Community Project?
MYP community projects are student-centred and age-appropriate, and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection. MYP community projects help students to develop the attributes of the IB learner profile; provide students with an essential opportunity to demonstrate approaches to learning (ATL) skills developed through the MYP; and foster the development of independent, lifelong learners.
Subtítulo aquí
The community project focuses on community and service, encouraging students to explore their rights and responsibilities to implement service as action in the community. The community project gives students an opportunity to develop awareness of needs in various communities and address those needs through service learning. As a consolidation of learning, the community project engages in a sustained, in-depth inquiry leading to service as action in the community.
Community
Service
SERVICE AS ACTION
SERVICE
Principled action, as both a strategy and an outcome, represents the IB’s commitment to teaching and learning through practical, real-world experience. IB learners act at home, as well as in classrooms, schools, communities and the broader world. Action involves learning by doing, which enhances learning about self and others. IB World Schools value action that encompasses a concern for integrity and honesty, as well as a strong sense of fairness that respects the dignity of individuals and groups. Principled action means making responsible choices, sometimes including decisions not to act. Individuals, organizations and communities can engage in principled action when they explore the ethical dimensions of personal and global challenges. Action in IB programmes may involve service learning, advocacy and educating self and others.
Subtítulo aquí
community
The community may be local, national, virtual or global. There is a wide range of definitions of community. The MYP key concept of community is defined as follows. Communities are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.
Students should make a reasonable evaluation of how they might address the need in the community. They should feel empowered by a goal they can reasonably achieve in the suggested time frame of the project.
MYP: From principles into practice (May 2014)
service as action
05
04
03
02
01
ACTION
PREPARATION
INVESTIGATION
REFLECTION
DEMOSTRATION
Involves implementing the plan. Students may work individually or with student partners.
Involves the student planning the service experience with clarification of roles, responsibilities, actions to be taken.
Involves students describing what happened, expressing feelings, generating ideas and asking questions.
Involves metacognition, with students making explicit what & how they learned, what they accomplished.
involves taking an inventory of student interests, skills and talents to be used in considering opportunities.
REQUIREMENTS
The project does not form part of the curriculum for any subject group
The community project is only for students of the 4th year of MYP.
The project is assessed & internally standardized by the supervisors
It may be completed individually or by groups of a maximum of three students.
Students are fully responsible of their projects
All supervisors of the community project are teachers from our school.
Students are expected to spend approximately 15 hours on their community project.
All the time students work on their project will be extracurricular
All team members receive the same score
OBJECTIVES
Objective A: Investigating
Objective B: Planning
Objective C: Taking action
Objective D: Reflecting
COMMUNITY PROJECT
AIMS
The aims state what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.
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.
The role of staff
SUPERVISOR
The purpose of the supervisor
STUDENTS
The purpose of the student
PARENTS
The purpose of parents
The MAIN COMPONENTS
The presentation content of the report is assessed using all four criteria
Process journal need to be a selection of extracts in appendices of the report
Focus on service as action can be evident in the presentation
PRESENTATION
JOURNAL
ACTION
Action in MYP projects
In the MYP community project, action involves a participation in service learning (service as action).
Advocacy:
Direct service:
Students speak on behalf of a cause or concern to promote action on an issue of public interest. Examples include initiating an awareness campaign on hunger in the community, performing a play on replacing bullying with respect, or creating a video on sustainable water solutions.
Students have interaction that involves people, the environment or animals. Examples include one-on-one tutoring, developing a garden alongside refugees, or teaching dogs behaviours to prepare them for adoption.
Research:
inDirect service:
Students collect information through varied sources, analyse data and report on a topic of importance to influence policy. Examples include conducting environmental surveys to influence their school, contributing to a study of animal migration patterns, or compiling the most effective means to reduce litter in public spaces.
Though students do not see the recipients during indirect service, they have verified that their actions will benefit the community or environment. Examples include redesigning an organization’s website, writing original picture books to teach a language, or raising fish to restore a stream.
THE PROCESS JOURNAL
The process journal is NOT:
The process journal is:
- 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 community 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.
- used throughout the community 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 means of exploring ideas and solutions
JOURNAL
selecting extracts
THE PRESENTATION
Students choosing to complete the project in groups will present the project as a group, but each group member should have the opportunity to speak during the course of the presentation. Students should plan, draft, rehearse and prepare materials necessary for the presentation, and it is good practice for the supervisors to review one rehearsal presentation per student or group.
Presenting the community project
The presentation at the end of the MYP community project is an oral presentation delivered to an audience. This may be an audience of teachers, peers, family and friends, or the larger community.
- For an individual student presentation, the time allocated is 6–10 minutes.
- For a group presentation, the time allocated is 10–14 minutes.
- All team members receive the same achievement level
- Attach bibliographical references at the end of the presentation
SUPERVISOR
REQUIREMENTS
Assessment criteria
Criterion A: Investigating
i. Define a goal to address a need within a community, based on personal interests ii. Identify prior learning and subject-specific knowledge relevant to the project iii. Demonstrate research skills.
Criterion C: Taking action
i. Demonstrate service as action as a result of the project ii. Demonstrate thinking skills iii. Demonstrate communication and social skills.
Criterion D: Reflecting
i. Evaluate the quality of the service as action against the proposal ii. Reflect on how completing the project has extended their knowledge and understanding of service learning iii. Reflect on their development of ATL skills.
Criterion B: Planning
i. Develop a proposal for action to serve the need in the community ii. Plan and record the development process of the project iii. Demonstrate self-management skills.
timeline
December
October
May
February
June
INVESTIGATING
DIAGNOSTIC
TAKING ACTION
PLANNING
REFLECTING
DIAGNOSTIC
OCTOBER
The purpose of this part is for students to conduct field research on a chosen community in order to identify a real need. In this first phase, it will be determined which are the problems that have to be solved or the opportunities that can be taken advantage of. Something basic is that the project is not started on what you want to do, but on the problem or need that has been detected in the community. Sometimes we have preconceived solutions that do not allow us to detect the real needs of a community, and for this reason, many interventions fail because they have made an excessively superficial diagnosis in which they must be inserted or, because they arrive with prejudices that make it difficult to see the reality.
Select a supervisor to help you evaluate your Community Project Brainstorm and generate possible ideas to select a community Choose a community's need to be solved Create a diagnostic of the chosen community to obtain real needs Record information and developments in process journals Get your first appointment with your supervisor
In this part, what is intended to be achieved is that students can identify a community in which they can positively influence with their project. Therefore, it is recommended to make an explanatory paragraph on the selection of the community.
community
Communities are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.
MYP: From principles into practice (May 2014)
Guiding questions
DIAGNOSTIC
This is one of the main tools in any project because it helps to identify the needs that exist, a specific reality and rank them according to the relationship that exists between them and their degree of importance.
There are 3 steps to do the community needs analysis:
NEEDS
A need can be defined as a condition or situation in which something is required or wanted; a duty or obligation; or a lack of something requisite, desirable or useful.
Needs Identification Hierarchy of needs Selection of a need
Community Project Guide (May 2014)
EXAMPLE
DIAGNOSTIC
INVESTIGATING
DECEMBER
Develop an investigation plan Demonstrate research skills Record information and developments in process journals Attend a work in progress session with supervisor
Define a goal to address a need within a community, based on personal interests Choose a name for the Community Project Select a service learning of the MYP community project Identify one global context for the community project to establish the relevance of inquiry Identify prior learning and subject-specific knowledge relevant to the project
TIPS
Defining a Goal
01
03
05
What is a Goal?
Goal structure
S.M.A.R.T.
02
04
Select an Action
Selecting a Global Context
TIPS
A clear and descriptive project name can help to clarify the purpose and goals of the project, making it easier for everyone involved to understand what it is about and what it is expected. This gives the project a unique identity and helps it stand out from other projects.
LOGO
BRAINSTORMING
Create a brainstorming with possible names for your project and justify each name. Then, choose the most appropriate name according to the characteristics of the project and your personal interests.
It is very important that the name of your project have a visual representation, that is why it is essential to create a logo to develop belongingness in its members and the community.
SERVICE LEARNING
Select ONE type of action you want to do in your Project according to the goal you created and justify its choice
Advocacy:
Direct service:
Students speak on behalf of a cause or concern to promote action on an issue of public interest. Examples include initiating an awareness campaign on hunger in the community, performing a play on replacing bullying with respect, or creating a video on sustainable water solutions.
Students have interaction that involves people, the environment or animals. Examples include one-on-one tutoring, developing a garden alongside refugees, or teaching dogs behaviours to prepare them for adoption.
Research:
inDirect service:
Students collect information through varied sources, analyse data and report on a topic of importance to influence policy. Examples include conducting environmental surveys to influence their school, contributing to a study of animal migration patterns, or compiling the most effective means to reduce litter in public spaces.
Though students do not see the recipients during indirect service, they have verified that their actions will benefit the community or environment. Examples include redesigning an organization’s website, writing original picture books to teach a language, or raising fish to restore a stream.
GLOBAL CONTEXT
The global context chosen by the students provides a context for inquiry and research in the community project.
1. Choose only ONE global context to focus your project through 2. Identify which part of the global context you will explore 3. Explain why you have chosen this Global context (refer to the explanation outlined with each context)
TIPS
PRIOR LEARNING & SUBJECT-SPECIFIC KNOWLEDGE
You should be able to identify prior learning and subject-specific knowledge relevant to the project
PRIOR LEARNING
You need to recognize the knowledge you already have from previous experiences or from subject-specific learning and document how this will help you to achieve your goal. This prior learning will enable students to evaluate what knowledge and skills need to be gained through research and further investigation.
Tips
Example
INVESTIGATION PLAN
Identify and prioritize the primary and secondary research needed to develop your project
You now have to think about what you need to research to create your solution to your design problem. You are encouraged to formulate a list of questions in order of importance that will help prioritize and guide your research. You will need to identify:
INFORMATION
RESEARCH SKILLS
Students should be able to demonstrate research skills by searching answers of each research questions they've already created in the investigation plan - Write a bibliography in alphabetical order using APA style to show that you have used a wide variety of sources - Use in-text references when appropriate and footnotes - Always cite author and year - Write a detailed evaluation of the sources you have used
PLANNING
February
Record information and developments in process journals Attend a work in progress session with supervisor
Develop a proposal for action (this must be completed near the start of this phase) Continue researching: select, evaluate and acknowledge information Create an action plan to record the development process of the project Prepare the bibliography or list of references in alphabetical order using the APA style Demonstrate self-management skills
PLANNING
tips
ACTION proposal
Develop a proposal for action to serve the need in the community
The project should follow a proposal for action and involve students in designing, problem-solving, decision-making or investigative activities. Proposals should be achievable based on the time and resources available. Some projects may require too much time or overly complex procedures. Other projects may be too simplistic and present no challenge to the student. Deciding whether a project is realistic or unrealistic for a student will be based on discussions between the students and the supervisors. Students document the proposal in their process journals and use this to evaluate the final service as action.
Proposal
Goal: When will it take place? Where will it take place? Type of service: Direct service Indirect Service Defense of causes Investigation What will the students do? What skills, resources or knowledge will the learner/s contribute to meet the needs?
NEEDS
GOAL
ACTION PLAN
Plan and record the development process of the project
Plan and record the development process of the project Plan: A thoughtful, logical course of actions that shows time and resources. Development Process Record: A record of actions undertaken during the project according to the plan, reflecting changes to the original plan. Lists all the tasks that need to be completed, indicates when they need to be completed, and who is responsible for each one.
action plan
impact
BIBLIOGRAPHY
You need to create a bibliography to:
- Giving credit to sources
- Avoiding plagiarism
- Demonstrating research skills
- Supporting further research
- Following academic standards
- Organizing information
- Showing depth of research
- Building credibility
- Developing critical thinking skills
bibliography
Apa citation
SELF MANAGEMENT SKILLS
Demonstrate self-management skills
In this part you need to demonstrate self-management skills, which are divided into organizational and affective skills. Organizational Skills: Management of time and available resources, demonstrated by effective use of the work journal to plan, adjust the plan, and record project progress; for other examples you can see the attached image Affective skills: mindfulness, perseverance, emotional management, self-motivation and resilience; for examples you can see the attached image
rubrics
TAKING ACTION
MAY
Carry out the service as action Demonstrate thinking skills Demonstrate communication skills Demonstrate social skills Record information and developments in process journals Attend a work in progress session with supervisor
TAKING ACTION
tips
SERVICE AS ACTION
Demonstrate service as action as a result of the project
Check if you have...
DEMOSTRATE THE SERVICE AS ACTION BY...
Remember to...
Contacted all the people involved Clearly organized what you are going to do Asking an adult for help when necessary Gathered all the resources you will need to complete your task Given a specific objective and deadline Organized the necessary documentation
Do all tasks you've planed in the action plan and action proposal Record the evidence of your service as an action in your process journal Enjoy and be proud in what you do. You are making a positive difference in the life or others environment. You are representing your school. Be a passionate student, a resilient learner, and a future leader.
Photos or videos of your actions Your observations and reflections on the experience Quotes from people who helped you Evidence of the product or result you created Letters you wrote that help you in the process
THINKING SKILLS
Demonstrate thinking skills
In this part you need to demonstrate thinking skills, which are divided into Critical thinking, creativity and transfer skills. One way you can demonstrate excellent thinking skills is by collecting different types of evidence, such as... - Contributions from different perspectives - Evidence of different visible thinking skills - A list of pros and cons evaluating a variety of solutions - Transfer of knowledge prior to this situation
rubrics
COMMUNICATION SKILLS
Demonstrate communication skills
One way you can demonstrate excellent communication skills is by collecting different types of evidence, such as... - Correspondence with your group/supervisor - Photos or videos where you appear sharing ideas or knowledge with partners and teachers - Charts or organizers you used to store information - Examples of different types of speaking to communicate with a variety of audiencesn
rubrics
SOCIAL SKILLS
Demonstrate social skills
One way you can demonstrate excellent social skills is by collecting different types of evidence, such as... - A record of when you assigned specific roles or tasks to group members - Feedback you used to improve your project - A reflection on a situation where you showed empathy - Photos or videos where you are collaborating with others
rubrics
REFLECTING
JUNE
Complete the bibliography Prepare an oral presentation by creating a Google slides Complete the academic honesty form Attend a work in progress session with supervisor
Evaluate the quality of service as action against the proposal Reflect on how completing the project has extended their knowledge and understanding of service learning Reflect on your ATL skills development Record information and developments in process journals Select the process journal extracts by selecting relevant resources and gather information process journal to submit
REFLECTING
EVALUATING THE SERVICE AS ACTION
Evaluate the quality of the service as action against the proposal
When evaluating your project, you will need to go back to the success criteria. You indicated in your proposal what specifications would make this a successful community project. You have to discuss each specification and reflect on: what worked? what didn't? why?
Something to consider
Use your project goal and action proposal as evaluation criteria. Be honest about the extent you achieved each aspect. Give a detailed explanation of each one and reflect honestly on the impact of your project on the community. This criterion measures your ability to evaluate impartially, not to justify the grade you would like to achieve.
What you would do differently in the future? If you had a chance to start your project over, what would you change and why? Strengths and limitations of your product Being specific about which parts test these strengths and limitations.
IMPACT
evaluation
EXPLANATION
Community project impact
Reflect on how completing the project expanded their knowledge and understanding of service-learning
Did you meet the service learning outcomes as an action you expected to meet?
Did you meet any other service learning outcomes as an action?
Did you develop the ATL skills you expected?
Did you develop any other ATL skills?
EXPLAINING THE IMPACT OF THE PROJECT
01
03
05
REMEMBER TO
REMEMBER TO
REMEMBER TO
02
04
REMEMBER TO
REMEMBER TO
evaluate the success of the project
Template to evaluate the success of the project
Use your goal and action proposal as evaluation criteria and be honest about the extent to which you achieved each aspect. Give a detailed explanation of each one and reflect honestly on the impact of your project on the community. This criterion measures your ability to evaluate impartially, not to justify the grade you would like to achieve. Include documentation that shows the opinions of others about the quality of your project. Did you do a poll or quiz to find out what people thought?
ATL REFLECTION
Reflect on their development of ATL skills
When reflecting on the ATL skills that you have used throughout the project, it is important to consider your strengths and limitations. Discussing what skills you had when you started the project and what skills you needed to improve is very important. It is also crucial that you discuss what skills you improved and how you improved. The chart below will help you reflect on these skills. - It is essential that you provide specific examples and evidence whenever possible to support what you want to prove. - This section should be detailed, thoughtful, thoughtful, and specific.
process journal extracts
Select the process journal extracts by selecting relevant resources and information
Highlight personal growth: The community project is not just about completing a task, but also about personal growth.
Relevance: Choose extracts that are relevant to your project and demonstrate your progress towards achieving your goal.
Clarity and coherence: Your extracts are well-organized, easy to follow, and clearly communicate your actions
Reflective thinking: Select extracts like challenges you faced and how you overcame them.
Variety: Select a variety of extracts that showcase different aspects of your project.
Use your rubric: Use the rubric to guide your selection of process journal extracts.
Evidence of collaboration: choose extracts that demonstrate your ability to work effectively as a team.
Focus on quality over quantity: It's not about how much you write but rather the quality of your reflections and how well they are
Seek feedback: Before selecting your process journal extracts, consider sharing them with your supervisor for feedback.
BIBLIOGRAPHY
You need to create a bibliography to:
- Giving credit to sources
- Avoiding plagiarism
- Demonstrating research skills
- Supporting further research
- Following academic standards
- Organizing information
- Showing depth of research
- Building credibility
- Developing critical thinking skills
bibliography
Apa citation
ORAL PRESENTATION
Prepare your oral presentation
Your presentation is your evidence of your passage through the community project process.
Your presentation should be presented in easily identifiable sections that follow the objectives of the MYP community project:
INVESTIGATING
PLANING
You may want to give your audience a brochure, pamphlet, or other souvenir of your community project.
Remember to attached in the last slide the Bibliography of your project.
Before beginning the oral presentation, each student must deliver to their supervisor the following: A completed academic honesty form The action proposal 15 extracts from the diary
REFLECTING
TAKING ACTION
INVESTIGATING
DECEMBER
Develop an investigation plan Demonstrate research skills Record information and developments in process journals Attend a work in progress session with supervisor
Define a goal to address a need within a community, based on personal interests Choose a name for the Community Project Select a service learning of the MYP community project Identify one global context for the community project to establish the relevance of inquiry Identify prior learning and subject-specific knowledge relevant to the project
TIPS
PLANNING
February
Record information and developments in process journals Attend a work in progress session with supervisor
Develop a proposal for action (this must be completed near the start of this phase) Continue researching: select, evaluate and acknowledge information Create an action plan to record the development process of the project Prepare the bibliography or list of references in alphabetical order using the APA style Demonstrate self-management skills
PLANNING
tips
TAKING ACTION
MAY
Carry out the service as action Demonstrate thinking skills Demonstrate communication skills Demonstrate social skills Record information and developments in process journals Attend a work in progress session with supervisor
TAKING ACTION
tips
REFLECTING
JUNE
Complete the bibliography Prepare, then complete oral presentation Complete the academic honesty form Record information and developments in process journals honesty form Attend a work in progress session with supervisor
Evaluate the quality of service as action against the proposal Reflect on how completing the project has extended their knowledge and understanding of service learning Reflect on your ATL skills development Record information and developments in process journals Select the process journal extracts by selecting relevant resources and gather information process journal to submit
REFLECTING
ACADEMIC HONESTY FORm
For MYP projects, students and their supervisors must use the MYP projects academic honesty form provided by the IB to note their meeting dates and the main points discussed and to declare the academic honesty of work. Only three meeting dates need to be entered; in most cases, meetings selected for entry are at the start of the project, in the middle of the project and at completion of the project. The final declaration must be signed by the student and the supervisor on submission of the final report or presentation.
Tips to meet all objectives
objective a
objective c
objective b
objective d
INVESTIGATING
TAKING ACTION
PLANNING
REFLECTING
Objective a: investigating
Identifies prior and subject-specific knowledge that is relevant to the project.
Demonstrates Research Skills
Define a goal to meet a community need, based on personal interests.
Clarify through reasoning or data, illustrating with examples or practical applications.
Give an answer among a number of possibilities. Recognize and briefly indicate a characteristic or distinctive data.
Give the exact meaning of a word, phrase, concept or physical magnitude.
+info
+info
+info
INVESTIGATING
Objective b: planning
Plan and record the project development process
Demonstrates self-management skills
Develop a proposal for action to meet the need of the community
Clarify through reasoning or data, illustrating with examples or practical applications.
Progressively improve, elaborate, or expand on detail. Evolve to a more advanced or efficient state.
Offer for exhibition, observation, examination or consideration.
+info
+info
+info
planning
Objective c: taking action
Demonstrates Social and Communication Skills
Demonstrates Service as Action as a result of the project
Demonstrates Thinking Skills
Clarify through reasoning or data, illustrating with examples or practical applications.
Clarify through reasoning or data, illustrating with examples or practical applications.
Clarify through reasoning or data, illustrating with examples or practical applications.
+info
+info
+info
taking action
Objective d: reflecting
Reflect on developing of the ATL skills
Reflect on how completing the project has extended your knowledge and understanding of service-learning
Evaluate the quality of the service as an action towards the proposal
Make an assessment of strengths and weaknesses.
Offer for exhibition, observation, examination or consideration.
Offer for exhibition, observation, examination or consideration.
+info
+info
+info
reflecting
success in your community project!
Remember to read this entire document before beginning with the realization of your community project
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Community Project Student Guide
Juan Antonio Medina
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Transcript
COMMUNITY PROJECT
Student Guide
START
TABLE OF CONTENTS
Student Guide
What is the Community Project?
Assessment criteria.
Community project Requirements.
Community project Timeline.
Community project Aims.
Academic Honesty.
Community project Objectives.
APA Bibliography.
The role of the Staff.
Final Presentation.
Main Components.
Tips to meet all Objectives.
What is the Community Project?
MYP community projects are student-centred and age-appropriate, and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection. MYP community projects help students to develop the attributes of the IB learner profile; provide students with an essential opportunity to demonstrate approaches to learning (ATL) skills developed through the MYP; and foster the development of independent, lifelong learners.
Subtítulo aquí
The community project focuses on community and service, encouraging students to explore their rights and responsibilities to implement service as action in the community. The community project gives students an opportunity to develop awareness of needs in various communities and address those needs through service learning. As a consolidation of learning, the community project engages in a sustained, in-depth inquiry leading to service as action in the community.
Community
Service
SERVICE AS ACTION
SERVICE
Principled action, as both a strategy and an outcome, represents the IB’s commitment to teaching and learning through practical, real-world experience. IB learners act at home, as well as in classrooms, schools, communities and the broader world. Action involves learning by doing, which enhances learning about self and others. IB World Schools value action that encompasses a concern for integrity and honesty, as well as a strong sense of fairness that respects the dignity of individuals and groups. Principled action means making responsible choices, sometimes including decisions not to act. Individuals, organizations and communities can engage in principled action when they explore the ethical dimensions of personal and global challenges. Action in IB programmes may involve service learning, advocacy and educating self and others.
Subtítulo aquí
community
The community may be local, national, virtual or global. There is a wide range of definitions of community. The MYP key concept of community is defined as follows. Communities are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.
Students should make a reasonable evaluation of how they might address the need in the community. They should feel empowered by a goal they can reasonably achieve in the suggested time frame of the project.
MYP: From principles into practice (May 2014)
service as action
05
04
03
02
01
ACTION
PREPARATION
INVESTIGATION
REFLECTION
DEMOSTRATION
Involves implementing the plan. Students may work individually or with student partners.
Involves the student planning the service experience with clarification of roles, responsibilities, actions to be taken.
Involves students describing what happened, expressing feelings, generating ideas and asking questions.
Involves metacognition, with students making explicit what & how they learned, what they accomplished.
involves taking an inventory of student interests, skills and talents to be used in considering opportunities.
REQUIREMENTS
The project does not form part of the curriculum for any subject group
The community project is only for students of the 4th year of MYP.
The project is assessed & internally standardized by the supervisors
It may be completed individually or by groups of a maximum of three students.
Students are fully responsible of their projects
All supervisors of the community project are teachers from our school.
Students are expected to spend approximately 15 hours on their community project.
All the time students work on their project will be extracurricular
All team members receive the same score
OBJECTIVES
Objective A: Investigating
Objective B: Planning
Objective C: Taking action
Objective D: Reflecting
COMMUNITY PROJECT
AIMS
The aims state what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.
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.
The role of staff
SUPERVISOR
The purpose of the supervisor
STUDENTS
The purpose of the student
PARENTS
The purpose of parents
The MAIN COMPONENTS
The presentation content of the report is assessed using all four criteria
Process journal need to be a selection of extracts in appendices of the report
Focus on service as action can be evident in the presentation
PRESENTATION
JOURNAL
ACTION
Action in MYP projects
In the MYP community project, action involves a participation in service learning (service as action).
Advocacy:
Direct service:
Students speak on behalf of a cause or concern to promote action on an issue of public interest. Examples include initiating an awareness campaign on hunger in the community, performing a play on replacing bullying with respect, or creating a video on sustainable water solutions.
Students have interaction that involves people, the environment or animals. Examples include one-on-one tutoring, developing a garden alongside refugees, or teaching dogs behaviours to prepare them for adoption.
Research:
inDirect service:
Students collect information through varied sources, analyse data and report on a topic of importance to influence policy. Examples include conducting environmental surveys to influence their school, contributing to a study of animal migration patterns, or compiling the most effective means to reduce litter in public spaces.
Though students do not see the recipients during indirect service, they have verified that their actions will benefit the community or environment. Examples include redesigning an organization’s website, writing original picture books to teach a language, or raising fish to restore a stream.
THE PROCESS JOURNAL
The process journal is NOT:
The process journal is:
JOURNAL
selecting extracts
THE PRESENTATION
Students choosing to complete the project in groups will present the project as a group, but each group member should have the opportunity to speak during the course of the presentation. Students should plan, draft, rehearse and prepare materials necessary for the presentation, and it is good practice for the supervisors to review one rehearsal presentation per student or group.
Presenting the community project
The presentation at the end of the MYP community project is an oral presentation delivered to an audience. This may be an audience of teachers, peers, family and friends, or the larger community.
SUPERVISOR
REQUIREMENTS
Assessment criteria
Criterion A: Investigating
i. Define a goal to address a need within a community, based on personal interests ii. Identify prior learning and subject-specific knowledge relevant to the project iii. Demonstrate research skills.
Criterion C: Taking action
i. Demonstrate service as action as a result of the project ii. Demonstrate thinking skills iii. Demonstrate communication and social skills.
Criterion D: Reflecting
i. Evaluate the quality of the service as action against the proposal ii. Reflect on how completing the project has extended their knowledge and understanding of service learning iii. Reflect on their development of ATL skills.
Criterion B: Planning
i. Develop a proposal for action to serve the need in the community ii. Plan and record the development process of the project iii. Demonstrate self-management skills.
timeline
December
October
May
February
June
INVESTIGATING
DIAGNOSTIC
TAKING ACTION
PLANNING
REFLECTING
DIAGNOSTIC
OCTOBER
The purpose of this part is for students to conduct field research on a chosen community in order to identify a real need. In this first phase, it will be determined which are the problems that have to be solved or the opportunities that can be taken advantage of. Something basic is that the project is not started on what you want to do, but on the problem or need that has been detected in the community. Sometimes we have preconceived solutions that do not allow us to detect the real needs of a community, and for this reason, many interventions fail because they have made an excessively superficial diagnosis in which they must be inserted or, because they arrive with prejudices that make it difficult to see the reality.
Select a supervisor to help you evaluate your Community Project Brainstorm and generate possible ideas to select a community Choose a community's need to be solved Create a diagnostic of the chosen community to obtain real needs Record information and developments in process journals Get your first appointment with your supervisor
In this part, what is intended to be achieved is that students can identify a community in which they can positively influence with their project. Therefore, it is recommended to make an explanatory paragraph on the selection of the community.
community
Communities are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.
MYP: From principles into practice (May 2014)
Guiding questions
DIAGNOSTIC
This is one of the main tools in any project because it helps to identify the needs that exist, a specific reality and rank them according to the relationship that exists between them and their degree of importance.
There are 3 steps to do the community needs analysis:
NEEDS
A need can be defined as a condition or situation in which something is required or wanted; a duty or obligation; or a lack of something requisite, desirable or useful.
Needs Identification Hierarchy of needs Selection of a need
Community Project Guide (May 2014)
EXAMPLE
DIAGNOSTIC
INVESTIGATING
DECEMBER
Develop an investigation plan Demonstrate research skills Record information and developments in process journals Attend a work in progress session with supervisor
Define a goal to address a need within a community, based on personal interests Choose a name for the Community Project Select a service learning of the MYP community project Identify one global context for the community project to establish the relevance of inquiry Identify prior learning and subject-specific knowledge relevant to the project
TIPS
Defining a Goal
01
03
05
What is a Goal?
Goal structure
S.M.A.R.T.
02
04
Select an Action
Selecting a Global Context
TIPS
A clear and descriptive project name can help to clarify the purpose and goals of the project, making it easier for everyone involved to understand what it is about and what it is expected. This gives the project a unique identity and helps it stand out from other projects.
LOGO
BRAINSTORMING
Create a brainstorming with possible names for your project and justify each name. Then, choose the most appropriate name according to the characteristics of the project and your personal interests.
It is very important that the name of your project have a visual representation, that is why it is essential to create a logo to develop belongingness in its members and the community.
SERVICE LEARNING
Select ONE type of action you want to do in your Project according to the goal you created and justify its choice
Advocacy:
Direct service:
Students speak on behalf of a cause or concern to promote action on an issue of public interest. Examples include initiating an awareness campaign on hunger in the community, performing a play on replacing bullying with respect, or creating a video on sustainable water solutions.
Students have interaction that involves people, the environment or animals. Examples include one-on-one tutoring, developing a garden alongside refugees, or teaching dogs behaviours to prepare them for adoption.
Research:
inDirect service:
Students collect information through varied sources, analyse data and report on a topic of importance to influence policy. Examples include conducting environmental surveys to influence their school, contributing to a study of animal migration patterns, or compiling the most effective means to reduce litter in public spaces.
Though students do not see the recipients during indirect service, they have verified that their actions will benefit the community or environment. Examples include redesigning an organization’s website, writing original picture books to teach a language, or raising fish to restore a stream.
GLOBAL CONTEXT
The global context chosen by the students provides a context for inquiry and research in the community project.
1. Choose only ONE global context to focus your project through 2. Identify which part of the global context you will explore 3. Explain why you have chosen this Global context (refer to the explanation outlined with each context)
TIPS
PRIOR LEARNING & SUBJECT-SPECIFIC KNOWLEDGE
You should be able to identify prior learning and subject-specific knowledge relevant to the project
PRIOR LEARNING
You need to recognize the knowledge you already have from previous experiences or from subject-specific learning and document how this will help you to achieve your goal. This prior learning will enable students to evaluate what knowledge and skills need to be gained through research and further investigation.
Tips
Example
INVESTIGATION PLAN
Identify and prioritize the primary and secondary research needed to develop your project
You now have to think about what you need to research to create your solution to your design problem. You are encouraged to formulate a list of questions in order of importance that will help prioritize and guide your research. You will need to identify:
INFORMATION
RESEARCH SKILLS
Students should be able to demonstrate research skills by searching answers of each research questions they've already created in the investigation plan - Write a bibliography in alphabetical order using APA style to show that you have used a wide variety of sources - Use in-text references when appropriate and footnotes - Always cite author and year - Write a detailed evaluation of the sources you have used
PLANNING
February
Record information and developments in process journals Attend a work in progress session with supervisor
Develop a proposal for action (this must be completed near the start of this phase) Continue researching: select, evaluate and acknowledge information Create an action plan to record the development process of the project Prepare the bibliography or list of references in alphabetical order using the APA style Demonstrate self-management skills
PLANNING
tips
ACTION proposal
Develop a proposal for action to serve the need in the community
The project should follow a proposal for action and involve students in designing, problem-solving, decision-making or investigative activities. Proposals should be achievable based on the time and resources available. Some projects may require too much time or overly complex procedures. Other projects may be too simplistic and present no challenge to the student. Deciding whether a project is realistic or unrealistic for a student will be based on discussions between the students and the supervisors. Students document the proposal in their process journals and use this to evaluate the final service as action.
Proposal
Goal: When will it take place? Where will it take place? Type of service: Direct service Indirect Service Defense of causes Investigation What will the students do? What skills, resources or knowledge will the learner/s contribute to meet the needs?
NEEDS
GOAL
ACTION PLAN
Plan and record the development process of the project
Plan and record the development process of the project Plan: A thoughtful, logical course of actions that shows time and resources. Development Process Record: A record of actions undertaken during the project according to the plan, reflecting changes to the original plan. Lists all the tasks that need to be completed, indicates when they need to be completed, and who is responsible for each one.
action plan
impact
BIBLIOGRAPHY
You need to create a bibliography to:
bibliography
Apa citation
SELF MANAGEMENT SKILLS
Demonstrate self-management skills
In this part you need to demonstrate self-management skills, which are divided into organizational and affective skills. Organizational Skills: Management of time and available resources, demonstrated by effective use of the work journal to plan, adjust the plan, and record project progress; for other examples you can see the attached image Affective skills: mindfulness, perseverance, emotional management, self-motivation and resilience; for examples you can see the attached image
rubrics
TAKING ACTION
MAY
Carry out the service as action Demonstrate thinking skills Demonstrate communication skills Demonstrate social skills Record information and developments in process journals Attend a work in progress session with supervisor
TAKING ACTION
tips
SERVICE AS ACTION
Demonstrate service as action as a result of the project
Check if you have...
DEMOSTRATE THE SERVICE AS ACTION BY...
Remember to...
Contacted all the people involved Clearly organized what you are going to do Asking an adult for help when necessary Gathered all the resources you will need to complete your task Given a specific objective and deadline Organized the necessary documentation
Do all tasks you've planed in the action plan and action proposal Record the evidence of your service as an action in your process journal Enjoy and be proud in what you do. You are making a positive difference in the life or others environment. You are representing your school. Be a passionate student, a resilient learner, and a future leader.
Photos or videos of your actions Your observations and reflections on the experience Quotes from people who helped you Evidence of the product or result you created Letters you wrote that help you in the process
THINKING SKILLS
Demonstrate thinking skills
In this part you need to demonstrate thinking skills, which are divided into Critical thinking, creativity and transfer skills. One way you can demonstrate excellent thinking skills is by collecting different types of evidence, such as... - Contributions from different perspectives - Evidence of different visible thinking skills - A list of pros and cons evaluating a variety of solutions - Transfer of knowledge prior to this situation
rubrics
COMMUNICATION SKILLS
Demonstrate communication skills
One way you can demonstrate excellent communication skills is by collecting different types of evidence, such as... - Correspondence with your group/supervisor - Photos or videos where you appear sharing ideas or knowledge with partners and teachers - Charts or organizers you used to store information - Examples of different types of speaking to communicate with a variety of audiencesn
rubrics
SOCIAL SKILLS
Demonstrate social skills
One way you can demonstrate excellent social skills is by collecting different types of evidence, such as... - A record of when you assigned specific roles or tasks to group members - Feedback you used to improve your project - A reflection on a situation where you showed empathy - Photos or videos where you are collaborating with others
rubrics
REFLECTING
JUNE
Complete the bibliography Prepare an oral presentation by creating a Google slides Complete the academic honesty form Attend a work in progress session with supervisor
Evaluate the quality of service as action against the proposal Reflect on how completing the project has extended their knowledge and understanding of service learning Reflect on your ATL skills development Record information and developments in process journals Select the process journal extracts by selecting relevant resources and gather information process journal to submit
REFLECTING
EVALUATING THE SERVICE AS ACTION
Evaluate the quality of the service as action against the proposal
When evaluating your project, you will need to go back to the success criteria. You indicated in your proposal what specifications would make this a successful community project. You have to discuss each specification and reflect on: what worked? what didn't? why?
Something to consider
Use your project goal and action proposal as evaluation criteria. Be honest about the extent you achieved each aspect. Give a detailed explanation of each one and reflect honestly on the impact of your project on the community. This criterion measures your ability to evaluate impartially, not to justify the grade you would like to achieve.
What you would do differently in the future? If you had a chance to start your project over, what would you change and why? Strengths and limitations of your product Being specific about which parts test these strengths and limitations.
IMPACT
evaluation
EXPLANATION
Community project impact
Reflect on how completing the project expanded their knowledge and understanding of service-learning
Did you meet the service learning outcomes as an action you expected to meet?
Did you meet any other service learning outcomes as an action?
Did you develop the ATL skills you expected?
Did you develop any other ATL skills?
EXPLAINING THE IMPACT OF THE PROJECT
01
03
05
REMEMBER TO
REMEMBER TO
REMEMBER TO
02
04
REMEMBER TO
REMEMBER TO
evaluate the success of the project
Template to evaluate the success of the project
Use your goal and action proposal as evaluation criteria and be honest about the extent to which you achieved each aspect. Give a detailed explanation of each one and reflect honestly on the impact of your project on the community. This criterion measures your ability to evaluate impartially, not to justify the grade you would like to achieve. Include documentation that shows the opinions of others about the quality of your project. Did you do a poll or quiz to find out what people thought?
ATL REFLECTION
Reflect on their development of ATL skills
When reflecting on the ATL skills that you have used throughout the project, it is important to consider your strengths and limitations. Discussing what skills you had when you started the project and what skills you needed to improve is very important. It is also crucial that you discuss what skills you improved and how you improved. The chart below will help you reflect on these skills. - It is essential that you provide specific examples and evidence whenever possible to support what you want to prove. - This section should be detailed, thoughtful, thoughtful, and specific.
process journal extracts
Select the process journal extracts by selecting relevant resources and information
Highlight personal growth: The community project is not just about completing a task, but also about personal growth.
Relevance: Choose extracts that are relevant to your project and demonstrate your progress towards achieving your goal.
Clarity and coherence: Your extracts are well-organized, easy to follow, and clearly communicate your actions
Reflective thinking: Select extracts like challenges you faced and how you overcame them.
Variety: Select a variety of extracts that showcase different aspects of your project.
Use your rubric: Use the rubric to guide your selection of process journal extracts.
Evidence of collaboration: choose extracts that demonstrate your ability to work effectively as a team.
Focus on quality over quantity: It's not about how much you write but rather the quality of your reflections and how well they are
Seek feedback: Before selecting your process journal extracts, consider sharing them with your supervisor for feedback.
BIBLIOGRAPHY
You need to create a bibliography to:
bibliography
Apa citation
ORAL PRESENTATION
Prepare your oral presentation
Your presentation is your evidence of your passage through the community project process.
Your presentation should be presented in easily identifiable sections that follow the objectives of the MYP community project:
INVESTIGATING
PLANING
You may want to give your audience a brochure, pamphlet, or other souvenir of your community project.
Remember to attached in the last slide the Bibliography of your project.
Before beginning the oral presentation, each student must deliver to their supervisor the following: A completed academic honesty form The action proposal 15 extracts from the diary
REFLECTING
TAKING ACTION
INVESTIGATING
DECEMBER
Develop an investigation plan Demonstrate research skills Record information and developments in process journals Attend a work in progress session with supervisor
Define a goal to address a need within a community, based on personal interests Choose a name for the Community Project Select a service learning of the MYP community project Identify one global context for the community project to establish the relevance of inquiry Identify prior learning and subject-specific knowledge relevant to the project
TIPS
PLANNING
February
Record information and developments in process journals Attend a work in progress session with supervisor
Develop a proposal for action (this must be completed near the start of this phase) Continue researching: select, evaluate and acknowledge information Create an action plan to record the development process of the project Prepare the bibliography or list of references in alphabetical order using the APA style Demonstrate self-management skills
PLANNING
tips
TAKING ACTION
MAY
Carry out the service as action Demonstrate thinking skills Demonstrate communication skills Demonstrate social skills Record information and developments in process journals Attend a work in progress session with supervisor
TAKING ACTION
tips
REFLECTING
JUNE
Complete the bibliography Prepare, then complete oral presentation Complete the academic honesty form Record information and developments in process journals honesty form Attend a work in progress session with supervisor
Evaluate the quality of service as action against the proposal Reflect on how completing the project has extended their knowledge and understanding of service learning Reflect on your ATL skills development Record information and developments in process journals Select the process journal extracts by selecting relevant resources and gather information process journal to submit
REFLECTING
ACADEMIC HONESTY FORm
For MYP projects, students and their supervisors must use the MYP projects academic honesty form provided by the IB to note their meeting dates and the main points discussed and to declare the academic honesty of work. Only three meeting dates need to be entered; in most cases, meetings selected for entry are at the start of the project, in the middle of the project and at completion of the project. The final declaration must be signed by the student and the supervisor on submission of the final report or presentation.
Tips to meet all objectives
objective a
objective c
objective b
objective d
INVESTIGATING
TAKING ACTION
PLANNING
REFLECTING
Objective a: investigating
Identifies prior and subject-specific knowledge that is relevant to the project.
Demonstrates Research Skills
Define a goal to meet a community need, based on personal interests.
Clarify through reasoning or data, illustrating with examples or practical applications.
Give an answer among a number of possibilities. Recognize and briefly indicate a characteristic or distinctive data.
Give the exact meaning of a word, phrase, concept or physical magnitude.
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INVESTIGATING
Objective b: planning
Plan and record the project development process
Demonstrates self-management skills
Develop a proposal for action to meet the need of the community
Clarify through reasoning or data, illustrating with examples or practical applications.
Progressively improve, elaborate, or expand on detail. Evolve to a more advanced or efficient state.
Offer for exhibition, observation, examination or consideration.
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planning
Objective c: taking action
Demonstrates Social and Communication Skills
Demonstrates Service as Action as a result of the project
Demonstrates Thinking Skills
Clarify through reasoning or data, illustrating with examples or practical applications.
Clarify through reasoning or data, illustrating with examples or practical applications.
Clarify through reasoning or data, illustrating with examples or practical applications.
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taking action
Objective d: reflecting
Reflect on developing of the ATL skills
Reflect on how completing the project has extended your knowledge and understanding of service-learning
Evaluate the quality of the service as an action towards the proposal
Make an assessment of strengths and weaknesses.
Offer for exhibition, observation, examination or consideration.
Offer for exhibition, observation, examination or consideration.
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reflecting
success in your community project!
Remember to read this entire document before beginning with the realization of your community project
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