THE SERVICE LEARNING – THE SERVICE PROJECT PROCESS

 

The Timeline

STEP

DESCRIPTOR

DUE DATE

      I.         INVESTIGATION
I define a clear goal and global context. 2nd November 
I predict possible action/s based on my chosen topic.
The mentor is assigned to me.
I identify prior learning and subject-specific knowledge.
I start initial research period – select relevant resources, gather information, select, evaluate and acknowledge information.
I reflect upon my learning process (1 learning outcome).
    II.         PREPARATION
I develop a proposal for the action based on the need for it which I researched during investigation. 6th December 
I make a plan of execution (who, when, where, what do I need…).
I reflect upon my learning process (1 learning outcome).
  III.         ACTION
I carry out service as action/s. I complete a product or outcome. 1st February 
I reflect upon my learning process (2 learning outcomes).
  IV.          REFLECTION
I reflect upon the learning outcomes.   At the end of the INVESTIAGTION,
PREPARATION and ACTION
I reflect upon the quality of my action.  
I keep a vlog of my reflections.
    V.          DEMONSTRATION
I prepare the service presentation (oral/visual). February

 

The Mentor
The role of The Project Mentor Your Role:

The purpose of the mentor is to support the student or group of students during the project. The mentor will support students throughout the project.

The mentors’ responsibilities are to:

  • ensure the chosen MYP project topic satisfies appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues.
  • provide guidance to students in the process and completion of the project
  • confirm the authenticity of the work submitted
  • assess the MYP project using the criteria in this guide
  • participate in the standardization of assessment process established by the school.

Students will receive information and guidance that includes:

  • guidelines about the MYP project
  • a timetable with deadlines
  • the assessment criteria for the project
  • advice on how to keep and use a process journal
  • the importance of personal analysis and reflection
  • formative feedback
  • requirements for academic honesty.
During the project your responsibilities are to:

  • complete regular reflection
  • follow journal and mentor’ guidelines
  • respect the deadlines (complete assignments on time)
  • respect academic honesty (cite sources)
  • record mentors’ meetings
  • collect meaningful evidence
  • use your strengths to fulfill your weaknesses
  • use and reflect upon ATL skills
  • use and reflect upon LEARNING OUTCOMES.

·

Assessment criterion

Criterion A: Investigating

Maximum: 8

In the personal project, students should be able to:

  1. define a clear goal and global context for the project, based on personal interests
  2. identify prior learning and subject-specific knowledge relevant to the project
  3. demonstrate research skills.
Achievement level Level descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student:

  1. states a goal and a global context for the project, based on personal interests, but this may be limited in depth or accessibility
  2. identifies prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance
  3. demonstrates limited research skills.
3-4 The student:

  1. outlines a basic and appropriate goal and a global context for the project, based on personal interests
  2. identifies basic prior learning and subject-specific knowledge relevant to some areas of the project
  3. demonstrates adequate research skills.
5-6 The student:

  1. develops a clear and challenging goal and a global context for the project, based on personal interests
  2. identifies prior learning and subject-specific knowledge generally relevant to the project
  3. demonstrates substantial research skills.
7-8 The student:

  1. develops a clear and highly challenging goal and a global context for the project, based on personal interests
  2. identifies prior learning and subject-specific knowledge that is consistently highly relevant to the project
  3. demonstrates excellent research skills.

Criterion B: Planning

Maximum: 8

In the personal project, students should be able to:

  1. develop criteria for the product/outcome
  2. plan and record the development process of the project
  3. demonstrate self-management skills.
Achievement level Level descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student:

  1. develops limited criteria for the product/outcome
  2. presents a limited or partial plan and record of the development process of the project
  3. demonstrates limited self-management skills.
3-4 The student:

  1. develops adequate criteria for the product/outcome
  2. presents an adequate plan and record of the development process of the project
  3. demonstrates adequate self-management skills.
5-6 The student:

  1. develops substantial and appropriate criteria for the product/outcome
  2. presents a substantial plan and record of the development process of the project
  3. demonstrates substantial self-management skills.
7-8 The student:

  1. develops rigorous criteria for the product/outcome
  2. presents a detailed and accurate plan and record of the development process of the project
  3. demonstrates excellent self-management skills.

Criterion C: Taking action

Maximum: 8

In the personal project, students should be able to:

  1. create a product/outcome in response to the goal, global context and criteria
  2. demonstrate thinking skills
  3. demonstrate communication and social skills.
Achievement level Level descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student:

  1. creates a limited product/outcome in response to the goal, global context and criteria
  2. demonstrates limited thinking skills
  3. demonstrates limited communication and social skills.
3-4 The student:

  1. creates a basic product/outcome in response to the goal, global context and criteria
  2. demonstrates adequate thinking skills
  3. demonstrates adequate communication and social skills.
5-6 The student:

  1. creates a substantial product/outcome in response to the goal, global context and criteria
  2. demonstrates substantial thinking skills
  3. demonstrates substantial communication and social skills.
7-8 The student:

  1. creates an excellent product/outcome in response to the goal, global context and criteria
  2. demonstrates excellent thinking skills
  3. demonstrates excellent communication and social skills.

Criterion D: Reflecting

Maximum: 8

In the personal project, students should be able to:

  1. evaluate the quality of the product/success of the outcome against their criteria
  2. reflect on how completing the project has extended their knowledge and understanding of the topic and the global context
  3. reflect on their development as IB learners through the project.
Achievement level Level descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student:

  1. presents a limited evaluation of the quality of the product/success of the outcome against his or her criteria
  2. presents limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
  3. presents limited reflection on his or her development as an IB learner through the project.
3-4 The student:

  1. presents a basic evaluation of the quality of the product/success of the outcome against his or her criteria
  2. presents adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
  3. presents adequate reflection on his or her development as an IB learner through the project.
5-6 The student:

  1. presents a substantial evaluation of the quality of the product/success of the outcome against his or her criteria
  2. presents substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
  3. presents substantial reflection on his or her development as an IB learner through the project.
7-8 The student:

  1. presents an excellent evaluation of the quality of the product/success of the outcome against his or her criteria
  2. presents excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
  3. presents excellent reflection on his or her development as an IB learner through the project.
GUIDELINES

SOURCES OF INSPIRATION

Where do people get their ideas for service? Brainstorm about your everyday life and you might come up with an idea for your topic.

  • hobbies, talents or subjects at school
  • concerns about global or community challenges
  • interests of friends and family
  • news items on TV or the internet
  • information from meetings or assemblies
  • articles in newspapers or magazines
INSPIRATIONAL WEBSITES … have a look!