The MYP personal project Introduction for parents 11 February 2017 Annie Levasseur, Personal Project Coordinator Takako Tokunaga, translation
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1 The MYP personal project Introduction for parents 11 February 2017 Annie Levasseur, Personal Project Coordinator Takako Tokunaga, translation
2 What is the personal project? Student-initiated project completed over an extended period of time 長期にわたり自発的に取り組む探究課題 The personal nature of the project is important: the project should revolve around a challenge that motivates and interests the individual student. Each student develops a personal project independently. 興味のある題材への挑戦をプロジェクトの中心とする
3 What is the personal project? (cont.) Opportunity for students to produce a truly personal and often creative product/outcome 独自の創造的な成果を結ぶ Many opportunities for differentiation of learning and expression 表現 学びの多様性が発揮される Enable students to engage in practical explorations through a cycle of inquiry, action and reflection. 探究 行動 振り返りの学びのサイクルを実践
4 What is the personal project? (cont.) Helps students to develop the attributes of the IB learner profile. IB 学習者像 の資質をさらに養う機会 Provides students with an essential opportunity to demonstrate ATL skills developed through the MYP. 学習のアプローチ ATL を試す Fosters the development of independent, lifelong learners. 生涯にわたり自ら学ぶ姿勢を身につける
5 What is the personal project? (cont.) Students are assigned a supervisor who acts as a mentor and monitors their progress Students are paired with supervisors who have similar areas of interests and knowledge of the topic (as much as possible) Ends with an exhibition 担当指導教員の元 発表会 までの間 継続的に経過を監督してもらう
6 The PP s place in the MYP パーソナルプロジェクト MYP における要件 Must be completed by all students in MYP5 (Grade 10) Students should spend at least 25 hours on their project Internally marked and standardized and externally moderated 学内評価の後 IB による評価の適正化が行われる
7 Format of the Personal Project パーソナルプロジェクトの構成 Three main components: 三要素 : プロセスジャーナル 作品 ( 成果 ) レポート Process journal (written, visual, audio or a combination of those methods) Product Report ( words, min if recorded)
8 Approximate timeline April 2017: Students are introduced to the requirements of the Personal project. 要件説明 May-June 2017: Brainstorm topics and allocate supervisors 題材決定 Summer 2017: No requirement to work on the PP, but students can use this time to explore a topic 探究 End of September 2017: Students submit their action plan 行動計画 October 2017-January 2018: Project is researched and executed 実行 February 2018: Reports and products submitted レポート 作品提出 March 2018: Exhibition 発表会
9 Aims of the personal project
10 ねらい グローバルな文脈 で 継続的で 自発的な探究を行う 掘り下げた研究を通して 新たに創造的な洞察力を生み出し 理解を深める 長期間にわたってプロジェクトを行うために必要なスキル 姿勢 知識を示す さまざまな状況において効果的にコミュニケーションをとる 学習を通じて または学習の結果として 責任ある行動を示す 学習プロセスを正しく理解し 成果に誇りをもつ
11 Global contexts MYP における グローバルな文脈 とは? アイデンティティと関係性 空間的 時間的位置づけ 個人的表現と文化的表現 科学技術の革新 グローバル化と持続可能性 公正性と発展
12 Objectives / Criteria A: Investigating 調査 B: Planning 計画 C: Taking action 行動 D: Reflecting 振り返り Each is marked out of 8 各最高点 8
13 Role of the supervisor
14 指導教員の責任 生徒の選択したMYPプロジェクトのトピックが 安全衛生 機密保持 人権 動物保護 環境問題に関して 法的および倫理的基準を満たすよう確認する プロジェクトの進行から完成まで生徒を指導する 提出された作品が 生徒本人が取り組んだものであることを保証する 本ガイドが示す評価規準に照らし合わせて MYPプロジェクトを評価する 学校が定める評価プロセスの標準化に参加する MYPコーディネーターがIBインフォメーションシステム (IBIS) に入力するための パーソナルプロジェクト の成績を提供する ( 2016 年より )
15 Example Aim: Raise awareness of children s rights violations in IDP camps in Georgia グルジアにおける国内避難民キャンプでの子供の権利条約違反について Global context: Fairness and Development グローバルな文脈 は 公正性と発展 *IDPs = Internally displaced persons 国内避難民
16
17 Example (cont.) Product: article in an English-language Georgian newspaper (online and print) 成果物 ( 作品 ): グルジアの英字新聞への記事掲載 Action: 行動 Visited the Vashlijvari IDP camp in Tbilisi Organized a football tournament at school to raise money for the IDP camp s school 避難民キャンプへの取材 キャンプ地の学校支援のため 生徒の学校で慈善サッカー大会を主催
18 Something to consider... What did she gain from completing the personal project? How does this prepare her for DP?
19 More examples IB 校の実践例
20 Frequently-asked questions Q: Can it be completed in Japanese? A: 提出の文面は英文となりますが 日本語の文献を読んだり 日本語でのインタビューを行うなどの場面は十分に想定されます Q: Does it have to be based on something students have learned at HIS or in a specific subject (art, science, etc)? A: 教科の学習範囲を超えた内容を選択することも可能です Q: What is the impact of the grade? A: パーソナルプロジェクトの成績が 進級に影響することはありません DP 科目やレベル選択の目安となったり 自らの総合的な学びのスキルを振り返る材料として DP での発展的な学びに活用します
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