Starting the project
Getting students started
Students need to take ownership of their reflective projects; this page is about kickstarting the reflective project and establishing the Researcher's Reflection Space with recognising the usefulness of skills acquired so far, being introduced to the criterian, discussing ethical dilemmas and exploring cultural assumptions. Investigating ethical and cultural dimensions can help define the parameters of where their own investigation will lead.
Consider all the stakeholders
As an educator, how do you get your students to take ownership of the reflective project? The early stages need lots of groundwork. See below for supporting activities, presentations and information sheets that expands on the suggestions that follow.
- Carry out a reflection to identify working practices that work for students individually
- Build on PPS. Many schools start the reflective project a term into the school year building up skills in PPS so carry out explicit reflection on how ideas, advice, resources and tools might transfer to a new context
- Resist the urge to move too quickly away from laying foundations of ethical understanding and utilise resources that focus on multiple perspectives, questioning assumptions, problem solving dilemmas and comparison of local and different global contexts. The lesson plan below can be utilised for all these skills.
- Break down the assessment criteria into keywords with activities for the student to explore independently, in groups and with their supervisor before expanding on more detail.
- Ethical dimensions, issues and dilemmas will make life easier for your supervisors. Every PPS teacher, reflective project and CP coordinator has had to work hard on getting their head around this area so it is no different for the team of supervisors you may have.
Exploring criteria - broken down into keywords
Criteria | Keywords |
Criterion A: Focus and Method - 6 marks | Ethical dilemma and issue Research Question Methodology |
Criterion B: Knowledge and Understanding in Context - 9 marks | Context Local or global example Alternative perspectives |
Criterion C: Critical Thinking - 12 marks | Research Analysis Discussion and evaluation |
Criterion D: Communication - 3 marks | Structure Layout |
Criterion E: Engagement and Reflection - 6 marks | Process Engagement Research focus |
Assessment criteria at a glance (handout for folders, laminate me, set as desktop background ...)
Notes on introducing the criteria
Step 1: Criterion B concerns demonstrating understanding and knowledge of the ethical dimension. This works as Individual/Pair/Group work
Step 2: Exploring Criterion B and C: Ethnocentrism v Cultural Relativism.
a) Ask students to discuss the definitions of ethnocentrism and cultural relativism before watching the video.
b) Reflect on the work in Step 1: Eco-tourism.
Can you see examples of ethnocentrism at work? Have you made any assumptions based on culture? How have you demonstrated cultural relativism?
EXTENSION: As students add complexity to their discussion of cultural impact, they will be demonstrating the skills required of Criterion C: Critical thinking.
Do I know what works for me?
Use this reflective process for student to identify working practices that work for students individually
PPS review
Carry out explicit reflection on the 5 key themes and how ideas, advice, resources and tools might transfer to this new context[1]
Worksheet of PPS review
Responsibility words
As students get to know the demands of the reflective project, they can take ownership of the project by considering the responsibilities suggested by key verbs (the traditional definition of a 'doing word' is very appropriate here). Notes are included below. This can certainly be done as a sorting activity if appropriate to the group. It would make an excellent first session with a supervisor for the student to discuss their responsibilities and their personal reflection of areas of strengths and weaknesses they anticipate.
Focus Research Communicate Reflect Plan Write Check
Focus:
Find an issue connected with your CRS that presents an ethical dilemma
Research:
Record sources that you find at the beginning of the process
Keep a RRS – Researcher’s Reflection Space - consistently tto reflect upon progress and record your meeting notes with your supervisor
Communicate:
Discuss your ethical dilemma with your supervisor
Meet all internal and external assessment deadlines
Inform your supervisor of any issues you may have an extra help you may have received
Reflect:
Complete your RPPF as the project takes place and NOT at the end
Plan:
Plan ahead
Make a schedule, knowing your work habits and commitments, and stick to it
Try to anticipate delays and adapt
Develop research question and structure to project
Write:
Be clear how your question links to the CRS
Acknowledge all sources
Check:
Meet all the criteria
Proofread final project
Expanding on Ethnocentrism and Cultural Relativism
This video expands, with more detail, on the impact and implications of ethnocentrism and cultural relativism which students can consider when reflecting on their own judgments and assumptions. Depending on the group, this is a good opportunity for a drama activity, creation of a photo essay or satirical picture.
Footnotes
- ^ adapted from Reflective Project: Skills for Success by Hodder Education, p2.