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IB MYP YEAR 3 Community Projects Overview

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by

Falisha Olowu

on 1 February 2016

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Transcript of IB MYP YEAR 3 Community Projects Overview

IB MYP YEAR 3
COMMUNITY PROJECTS
Community Service is:
more focused on citizenship
assigned number of hours based on grade level
student driven
What's the difference between community service and a community project?
Students form teams of 1-3 students.
Based on personal interests, students determine a need in a community.
Through a cycle in inquiry, action, and planning, groups determine a need, create and implement an action plan, and reflect on the quality of their service, knowledge gained, and ATL (Approaches to Learning) skills developed.
Students create a presentation to showcase their work.
How is the Community Project completed?
A Investigating
Students should be able to:
define a goal to address a need within a community, based on personal interests
identify prior learning and subject-specific knowledge relevant to the project
demonstrate research skills.

B Planning
Students should be able to:
develop a proposal for action to serve the need in the community
plan and record the development process of the project
demonstrate self-management skills.
How is the project assessed?
The aims of the MYP projects are to encourage and enable students to:

participate in a sustained, self-directed inquiry within a global context
generate creative new insights and develop deeper understandings through in-depth investigation
demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time
appreciate the process of learning and take pride in their accomplishments.
Aims & Objectives
Community Project is:
completed over an extended period of time by Year 3 students (8th grade)
student centered and driven
complete in groups of 1-3 students with a teacher supervisor
completed through a cycle of inquiry, action and reflection
graded by a set criterion
C Taking action
Students should be able to:
demonstrate service as action as a result of the project
demonstrate thinking skills
demonstrate communication and social skills.

D Reflecting
Students should be able to:
evaluate the quality of the service as action against the proposal
reflect on how completing the project has extended their knowledge and understanding of service learning
reflect on their development of ATL skills.
What are the requirements of
the community project?
Each student in each group should:
spend at least 15 hours on their project
be responsible for turning in their own reflection and process journal
be present for their graded presentation and showcase/expo
meet regularly with their supervisor
abide by the academic honesty policy

What role do teachers play?
All teachers will have 3-4 groups of students to supervise,
depending on the population of 8th graders.

The supervisors’ responsibilities are to:
provide guidance to students in the process and completion of the project
confirm the authenticity of the work submitted
advise on how to keep and use a process journal
assess the MYP project using the criteria
participate in the standardization of assessment process established by the school
provide community project grades to the MYP coordinators (Hall and Olowu)



Students who need additional support can see the
MYP Project Coordinators (Hall and Olowu)

obtain a pass 24 hours prior from Hall (Room 401) or Olowu (Room 103)
Mrs. Hall is available Tuesdays and Thursdays from 9:00 - 9:20 AM
Mrs. Olowu is available Mondays and Fridays from 9:00 - 9:20 AM.
How do we support the projects in class?
In class students will be learning:
Approaches to Learning (ATL) skills
Global Contexts


Otherwise, the project is a
project
and unless there are extenuating circumstances, the work should be done by the students, outside of the classroom.
What is a Process Journal?
A
Process Journa
l is:
used throughout the project to document its development
a place to record
initial thoughts and developments
brainstorming/ideas
further questions raised
recording interactions with sources (i.e. teachers, supervisors,
external contributors)
research
maintain a bibliography
photographs
evaluating work completed
reflections and formative feedback received

For the Process Journal, students will
individually
turn in:
a
max of 15 extracts
(10 for individual community projects)
Extracts can be in any form they choose (written, scrapbook, video, podcast, charts, paragraphs, surveys, post-its, screen shots, time lines, etc.)
Phase II – Planning
August 2015 – November 2015
Turn in flow map and paragraph based on summer assignment. This will be submitted to the Individuals & Societies teacher and be graded (Criterion B - Investigation under Individuals & Societies). Students will receive more information from their classroom teacher.

Phase III – Taking Action
Beginning November 2015 – May 2016 (final due date forthcoming)
Students will write and turn in formal letter to community experts asking for assistance or members of the community, inviting them to the Community Project Expo in May. Experts or invitees should have some expertise or connection to the subject of the project. The letter will be submitted to students' Language & Literature teacher, as an assessment (Criterion D – Using Language under Language & Literature).

Is the project graded?
May 2016
Student projects will be presented to and assessed by a team of teachers using the Community Project assessment criterion
Students will present their projects to parents, teachers, students and community members in an expo
All group members MUST be present at the assessment and expo
Students who successfully complete the requirements of the project from beginning to end will be eligible for their IB Certificate of Completion
Awards will be presented to top projects at the 8th grade awards ceremony in May

The Community Expo
Full transcript