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<h1><a href="/ibcp"><span style="">IB Career-related Programme</span></a></h1>
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<style>#userbox > a {margin-bottom: 4px;}</style><script>function managebacPopup(){return window.open("https://accounts.faria.org/oauth/authorize?response_type=code&client_id=RJ2txYSqkbXku1EsLPXiEzKf8kpmgkeKarpSf2eW1GM&redirect_uri=https://www.thinkib.net/mb/callback&scope=openid+email&state=6de4db75fa15068a&display=popup","ManageBac Login","width=1000,height=750"),$("#modal-login").modal("hide"),setLoginLocation("global"),!1}function managebacChinaPopup(){return window.open("https://accounts.managebac.cn/oauth/authorize?response_type=code&client_id=28KPAhfeYrEQHe88mpP5G62feOQ7r2kJkplc3mmJZfg&redirect_uri=https://www.thinkib.net/mb/callback&scope=openid+email&state=6de4db75fa15068a&display=popup","ManageBac Login","width=1000,height=750"),$("#modal-login").modal("hide"),setLoginLocation("china"),!1}function managebacRefresh(){location.reload()}function setLoginLocation(e){var o="https://www.thinkib.net/mb/callback".replace("callback","");$.get(o+e+"-login")}</script><nav id="sidemenu" class="side-nav"><div class="header"><span style="color: #fff;"><a href="https://www.thinkib.net/ibcp/page/32229/reflective-project-">Reflective Project </a></span><span id="sidetreecontrol"><a title="Collapse all" rel="collapse" href="#"><i class="fa fa-minus-circle"></i></a> <a title="Expand all" rel="expand" href="#"><i class="fa fa-plus-circle"></i></a></span></div><ul class="level-0 always-expanded"><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/46109/reviewing-rp-results" title="Reviewing RP results">Reviewing RP results</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/45819/the-process-" title="The Process ">The Process </a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33779/the-options" title="The Options">The Options</a></li><li class="current" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33781/starting-the-project" title="Starting the project">Starting the project</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33782/ethical-dimensions-issues-and-dilemmas-" title="Ethical dimensions, issues and dilemmas. ">Ethical dimensions, issues and dilemmas. </a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33785/creating-a-research-question" title="Creating a Research Question">Creating a Research Question</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/44345/structuring-the-project" title="Structuring the project">Structuring the project</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33786/supervising-" title="Supervising ">Supervising </a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33791/giving-feedback" title="Giving feedback">Giving feedback</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/33946/assessing-the-reflective-project-exemplars" title="Assessing the reflective project: exemplars">Assessing the reflective project: exemplars</a></li></ul></nav></div><!-- /#left-column-->
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this page is about kickstarting the reflective project and establishing the Researcher's Reflection Space with recognising the usefulness...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33781%2Fstarting-the-project"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><h1 class="section-title">Starting the project</h1><ul class="breadcrumb"><li><a title="Home" href="https://www.thinkib.net/ibcp"><i class="fa fa-home"></i></a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: Reflective Project " href="https://www.thinkib.net/ibcp/page/32229/reflective-project-">Reflective Project </a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>Starting the project</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div id="toc-1672967923" class="toc"><a href="#" class="toc-switcher" title="Show table of contents"><small><i class="fa fa-reorder"></i> Table of contents <span class="pull-right"><i class="fa fa-chevron-down"></i></span></small></a></div><div class="intro-card"><div class="bg-cover" style="background-image: url("/media/ib/ibcp/definition.jpg");"><span style="color:#008000;"></span><span style="color:#4B0082;"></span></div><img src="/media/ib/ibcp/definition.jpg" style="display: none" /><div class="content"><h3 class="heading">Getting students started</h3><p class="text">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.</p></div></div><div class="panel" style="box-shadow: rgba(0, 51, 17, 0.3) 0px 10px 30px -15px; border-color: rgb(0, 114, 60);"><div class="panel-heading" style="background-color: rgb(0, 114, 60);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Establishing ownership</p></div></div><div class="panel-body"><div><h5><strong>Consider all the stakeholders</strong></h5><p>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.</p><div class="yellowBg"><ul><li><a href="/media/ib/ibcp/files/reflection-pre-project.pdf"><strong>Carry out a reflection</strong></a> to identify working practices that work for students individually</li><li><a href="/media/ib/ibcp/pps-to-rp.png"><strong>Build on PPS.</strong></a> 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</li><li><strong>Resist the urge to move too quickly</strong> away from laying foundations of <a href="ibcp/page/33782/ethical-dimensions-issues-and-dilemmas-" title="The Core » Core: The Reflective Project » Ethical dimensions, issues and dilemmas. ">ethical understanding</a> 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.</li><li><strong>Break down the assessment criteria</strong> into keywords with activities for the student to explore independently, in groups and with their supervisor before expanding on more detail.</li><li><a href="ibcp/page/33782/ethical-dimensions-issues-and-dilemmas-" title="The Core » Core: The Reflective Project » Ethical dimensions, issues and dilemmas. ">Ethical dimensions, issues and dilemmas </a>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.</li></ul></div><ul></ul></div></div><div class="panel-footer" style="background-color: rgb(245, 250, 248);"><div><p>text</p></div></div></div><div class="panel" style="box-shadow: rgba(68, 51, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(217, 153, 0);"><div class="panel-heading" style="background-color: rgb(217, 153, 0);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Understanding the criteria</p></div></div><div class="panel-body"><div><h5>Exploring criteria - broken down into keywords</h5><table class="table table-bordered table-hover"><caption>Criteria at a glance</caption><tbody><tr><td><strong>Criteria</strong></td><td><strong>Keywords</strong></td></tr><tr><td><span style="color:#008000;"><strong>Criterion A: Focus and Method - 6 marks</strong></span></td><td><strong>Ethica<span style="color:#FF0000;"></span>l dilemma and issue<br />Research Question<br />Methodology</strong></td></tr><tr><td><strong><span style="color:#800080;">Criterion B: Knowledge and Understanding in Context - 9 marks</span></strong></td><td><span style="color:#800080;"><strong>Context<br />Local or global example<br />Alternative perspectives</strong></span></td></tr><tr><td><span style="color:#0000CD;"><strong>Criterion C: Critical Thinking - 12 marks</strong></span></td><td><span style="color:#0000CD;"><strong>Research<br />Analysis<br />Discussion and evaluation</strong></span></td></tr><tr><td><span style="color:#FF0000;"><strong>Criterion D: Communication - 3 marks</strong></span></td><td><span style="color:#FF0000;"><strong>Structure<br />Layout</strong></span></td></tr><tr><td><span style="color:#FFA500;"><strong>Criterion E: Engagement and Reflection - 6 marks</strong></span></td><td><span style="color:#FF8C00;"><strong>Process<br />Engagement<br />Research focus</strong></span></td></tr></tbody></table><h5><a href="Browse server to select file" target="_blank" title="Student handouts"><img class="ico" src="img/materials/student-handout-24.png" style="vertical-align: middle" /> Assessment criteria at a glance (handout for folders, laminate me, set as desktop background ...) </a><iframe frameborder="0" height="480" scrolling="no" src="/media/ib/ibcp/assessment-criteria-at-a-glance-.pdf" width="100%"></iframe></h5><h5><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> Notes on introducing the criteria</h5><section class="tib-hiddenbox">Introducing students to the keywords in criteria, with marks awarded, as a starting point is a good idea with a few caveats. They must appreciate that whilst some areas have higher marks available than others, they are all interdependent. For example, if the <a href="ibcp/page/33785/creating-a-research-question" title="The Core » Core: The Reflective Project » Creating a Research Question">ethical dilemma and research question is not appropriate</a> then it will have a huge knock on effect on how successfully they will demonstrate knowledge and understanding in context (Criterion B) as well as Critical Thinking skills (Criterion C). An unchallenged ineffectual research question will also impact Criterion E as the reflection might be deemed as limited in awareness.</section></div></div><div class="panel-footer" style="background-color: rgb(250, 250, 248);"><div><p>text</p></div></div></div><div class="panel panel-has-planner" style="box-shadow: rgba(17, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(39, 45, 105);"><div class="panel-heading" style="background-color: rgb(39, 45, 105);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Lesson plan: Case-study of Eco-tourism</p></div></div><div class="panel-body" style=""><div><h5><a href="Browse server to select file" target="_blank" title="Activities"><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> </a>Step 1: Criterion B concerns demonstrating understanding and knowledge of the ethical dimension. This works as Individual/Pair/Group work</h5><div><strong>Task:</strong> Use a selection of sources to put into practice skills needed for Criterion B. The sources intentionally give some information but not all.</div><div></div><div><div style="margin-left:.1in;"><strong> Part A: </strong>Use the information in this presentation to identify the key elements of criterion B</div><div style="margin-left:.1in;"> <strong>Part B:</strong> Identify what further information you would need to fulfil the criterion successfully and locate 2 supplementary sources that you can justify would help you.</div><div style="margin-left:.1in;"><strong> Part C:</strong> Present your findings in your own powerpoint (or other agreed choice of presentation)</div><div style="margin-left:.1in;"> <strong>Part D: </strong>On completion, reflect on how your response was similar and different to your peers’ responses</div><div style="margin-left:.1in;"></div></div><p><iframe frameborder="0" height="480" scrolling="no" src="/media/ib/ibcp/criterion-b-skill-building(1).pdf" width="100%"></iframe></p><h5></h5><h5><img class="ico" src="img/materials/activities-24.png" style="vertical-align: middle" /> Step 2: Exploring Criterion B and C: Ethnocentrism v Cultural Relativism.</h5><p>a) Ask students to discuss the definitions of ethnocentrism and cultural relativism before watching the video.</p><p>b) Reflect on the work in Step 1: Eco-tourism.</p><p>Can you see examples of ethnocentrism at work? Have you made any assumptions based on culture? How have you demonstrated cultural relativism?</p><p><img alt="" src="/media/ib/ibcp/ethno-v-cr.png" style="width: 800px; height: 215px;" /></p><p><iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/aQ9mDlLbzGA" width="500"></iframe></p><h5><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> </a>EXTENSION: As students add complexity to their discussion of cultural impact, they will be demonstrating the skills required of <a href="ibcp/page/33788/critical-thinking" title="The Core » Core: The Reflective Project » Skills » Critical Thinking">Criterion C: Critical thinking.</a></h5><section class="tib-hiddenbox">The result of this lesson and the discussion of a case study where students utilise the criteria skills in an authentic way, might be a good opportunity to build in critical thinking awareness. The page on <a href="ibcp/page/33788/critical-thinking" title="The Core » Core: The Reflective Project » Skills » Critical Thinking">Critical Thinking</a> expands here greatly, but the use of acronyms such as PEEL, REAL and SEAL might be very relevant. The more authentic discussions students have where they are introduced to a case study through a particular line of inquiry (such as the ethnocentricity and cultural relativism above), the more they will naturally demonstrate critical thinking.</section></div></div><div class="panel-footer" style="background-color: rgb(245, 246, 250);"><div></div></div></div><div class="panel panel-has-planner" style="box-shadow: rgba(51, 0, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(193, 0, 75);"><div class="panel-heading" style="background-color: rgb(193, 0, 75);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Quick Ideas</p></div></div><div class="panel-body" style=""><div><h5>Do I know what works for me?</h5><p>Use this reflective process for student to identify working practices that work for students individually</p><p><iframe frameborder="0" height="480" scrolling="no" src="/media/ib/ibcp/reflection-pre-project.pdf" width="100%"></iframe></p><h5>PPS review</h5><p>Carry out explicit reflection on the 5 key themes and how ideas, advice, resources and tools might transfer to this new context<sup data-footnote-id="hfbzf"><a class="scroll-to" data-target="footnote-1" id="footnote-marker-1-1" rel="footnote">[1]</a></sup></p><p><img alt="" src="/media/ib/ibcp/pps-to-rp.png" style="width: 700px; height: 424px;" /></p><h5><img class="ico" src="img/materials/exercise-24.png" style="vertical-align: middle" /> Worksheet of PPS review</h5><section class="tib-hiddenbox"><p><iframe frameborder="0" height="480" scrolling="no" src="/media/ib/ibcp/pps-to-rp.pdf" width="100%"></iframe></p></section><h5>Responsibility words</h5><p>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.<strong><span style="color:#000000;"></span></strong></p><p><strong><span style="color:#000000;">Focus </span><span style="color:#FF0000;"> Research </span> <span style="color:#00FF00;"> Communicate </span> <span style="color:#0000FF;"> Reflect </span> <span style="color:#4B0082;">Plan</span> <span style="color:#EE82EE;">Write </span> <span style="color:#FF8C00;">Check</span></strong></p></div><p><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> Notes of potential responses </a></p><section class="tib-hiddenbox"><p><strong>Focus:</strong><br />Find an issue connected with your CRS that presents an ethical dilemma<br /><strong>Research:</strong><br />Record sources that you find at the beginning of the process<br />Keep a RRS – Researcher’s Reflection Space - consistently tto reflect upon progress and record your meeting notes with your supervisor<br /><strong>Communicate:</strong><br />Discuss your ethical dilemma with your supervisor<br />Meet all internal and external assessment deadlines<br />Inform your supervisor of any issues you may have an extra help you may have received<br /><strong>Reflect:</strong><br />Complete your RPPF as the project takes place and NOT at the end<br /><strong>Plan: </strong><br />Plan ahead<br />Make a schedule, knowing your work habits and commitments, and stick to it<br />Try to anticipate delays and adapt<br />Develop research question and structure to project<br /><strong>Write:</strong><br />Be clear how your question links to the CRS<br />Acknowledge all sources<br /><strong>Check</strong>:<br />Meet all the criteria<br />Proofread final project<br /> </p></section></div><div class="panel-footer" style="background-color: rgb(245, 238, 241);"><div></div></div></div><div class="panel" style="box-shadow: rgba(50, 50, 50, 0.3) 0px 10px 30px -15px; border-color: rgb(136, 136, 136);"><div class="panel-heading" style="background-color: rgb(136, 136, 136);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Further resources</p></div></div><div class="panel-body" style=""><h5>Expanding on Ethnocentrism and Cultural Relativism</h5><p>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.</p><p><iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/wlyS4zrklww" width="640"></iframe></p><div></div></div><div class="panel-footer" style="background-color: rgb(250, 250, 250);"><div><p>text</p></div></div><section class="footnotes"><header><h2>Footnotes</h2></header><ol><li data-footnote-id="hfbzf" id="footnote-1"><a class="scroll-to" data-target="footnote-marker-1-1">^</a> <cite>adapted from <em>Reflective Project: Skills for Success </em>by Hodder Education, p2.</cite></li></ol></section></div></section></article><section id="media-extras"><div class="page-actions no-print navbar inline hidden-desktop"><div class="navbar-inner"><ul class="nav"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Starting+the+project%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33781%2Fstarting-the-project"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33781%2Fstarting-the-project&t=Starting+the+project"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33781%2Fstarting-the-project"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33781%2Fstarting-the-project"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Starting the project&body=Getting students startedStudents 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...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33781%2Fstarting-the-project"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><div style="border-top: solid 1px #eee;border-bottom: solid 1px #eee;padding: 4px 0 4px 0;line-height: 1em;color: #666;font-size: .8em"><small><em>All materials on this website are for the exclusive use of teachers and students at subscribing schools for the period of their subscription. 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