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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="" 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="current" 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-->
<div id="main-column" class="span9"><article id="main-article"><a id="exit-fs" title="Exit presentation mode" href="#" onclick="return false;"><i class="fa fa-arrows-alt"></i></a><ul class="page-actions no-print stacked nav nav-list visible-desktop"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i><span>Presentation mode</span></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i><span>Print this page</span></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i><span>Personal notes</span></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i><span>Share this page</span></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Supervising+%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33786%2Fsupervising-"><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%2F33786%2Fsupervising-&t=Supervising+"><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%2F33786%2Fsupervising-"><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%2F33786%2Fsupervising-"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Supervising &body=Changing The Supervisor-Student DynamicSupervisory sessions can be made more dynamic with user-friendly activities and tools to support discussions. 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Students can receive up to five hours of supervisory support throughout...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33786%2Fsupervising-"><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">Supervising </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>Supervising </span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div id="toc-1672967928" 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><h2></h2><div class="intro-card"><div class="bg-cover" style="background-image: url("/media/ib/ibcp/images/supervisor-2.webp");"></div><img src="/media/ib/ibcp/images/supervisor-2.webp" style="display: none" /><div class="content"><h3 class="heading">Changing The Supervisor-Student Dynamic</h3><div class="content"><p class="text">Supervisory sessions can be made more dynamic with user-friendly activities and tools to support discussions. Students can receive up to five hours of supervisory support throughout the reflective project process. Within this time allowance, there must be three formal meetings for students which inform their official reflections in the RPPF as well as to give feedback on their one draft. By the supervisor taking the role of the caring inquirer, students become better critical thinkers.</p></div></div></div><div class="panel" style="box-shadow: rgba(0, 28, 0, 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>NAVIGATING REMOTE SUPERVISION</p></div></div><div class="panel-body" style="background-color: inherit;"><div><p>Coordinators might find this short think-piece on the challenges of academic integrity for the core, useful when navigating the supervision process remotely. It supports IB documentation released on the 20th October and 3rd November which pays particular attention to ensuring academic integrity in the reflective project process with vast amounts of schools having to conduct this process online.</p><div class="greenBg"><div class="dottedBox"><p><strong>Spotlight on academic integrity in 2020 </strong></p><p><strong>Academic Integrity is a fundamental aspect of the CP course and no greater way is played out than in the reflective project process.</strong> For schools offering CP or multiple IB programmes including CP, this is familiar territory indeed. Academic Integrity is also an area that all stakeholders need refreshing about every year so ensuring that Core, DP and CRS staff are up to speed with what malpractice can look like and what to do if they are suspect issues, is crucial. In addition to this, <strong>2020 has thrown many challenges at us; adapting to ensure that academic integrity is not compromised by the new ways we have had to teach and learn is just yet another. </strong></p><p>Advice released on the 20<sup>th </sup>October<span tabindex="-1"><span style="background:rgba(220,220,220,0.5);background-image:url(https://www.e.thinkib.net/ckeditor/plugins/widget/images/handle.png)"><img draggable="true" height="15" src="data:image/gif;base64,R0lGODlhAQABAPABAP///wAAACH5BAEKAAAALAAAAAABAAEAAAICRAEAOw==" title="Click and drag to move" width="15" /></span></span> and 3rd November by the IB<span tabindex="-1"><span style="background:rgba(220,220,220,0.5);background-image:url(https://www.e.thinkib.net/ckeditor/plugins/widget/images/handle.png)"><img draggable="true" height="15" src="data:image/gif;base64,R0lGODlhAQABAPABAP///wAAACH5BAEKAAAALAAAAAABAAEAAAICRAEAOw==" title="Click and drag to move" width="15" /></span></span> gives clarification of changes to assessment for M21 and N21 sessions as well as core specific guidance for the CP. Such literature indicates a reality of moving core teaching and learning online and carried out remotely; <strong>conversations with different centres have illustrated successes and setbacks in such a process but certainly what unites everyone is a commitment to make it work. </strong></p><p>Interestingly, in the core guidance it is the reflective project area that needs arguably more attention. It details the need here for supervision to move remotely and how this can be carried out. Remember the role of the supervisor is to witness the reflective project process in a way that they can verify that the work is the student’s own authentic research and exploration. It might be that remote supervision calls for supervisors to<strong> pay close attention to comparing previous work </strong>with current work to check that the student’s work is consistently progressing without anomalies. <strong>Certainly, it is also sensible to ask students to provide excerpts and evidence of the research they have done to confirm not only the amount of work they have done but also how they have used it.</strong></p><p>It remains that the supervisor’s key role is to ask good open questions that guides students into getting the most out of the reflective project so the more the student feels they can interact in as natural way as possible with their supervisor the better; <strong>making real use of a shared online RSS – essentially a journal with vlogs, blogs, photos, videos, comments, questions, extended reflections can make the job of tracking the student’s reflective project process a lot easier and also more enjoyable.</strong> Arguably it establishes a use for the Research and Reflection Space in a far more authentic and useful way than is often utilized by students in ‘normal’ times. <strong>Many centres also use plagiarism software which can be really helpful but obviously results need to be scrutinized and not taken at face value.</strong></p><p>The reality remains that in tough times such as this, students and parents may feel tempted to access outside tuition and guidance – especially if they perceive the support network has not been effectively establish by school. This is a very tricky area and essentially compromised academic integrity.</p></div></div></div></div><div class="panel-footer" style="background-color: rgba(0, 114, 60, 0.1);"><div><p>text</p></div></div></div><div class="panel panel-has-footer" 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>Misconceptions of the supervisor's role</p></div></div><div class="panel-body"><div><h5><strong>The supervisor's role is limited</strong></h5><p>Wrong. The supervisor's role in the production of the reflective project can unfortunately become understood in terms of what they <em>cannot</em> do rather than what they<em> can. </em>This may well be because it is immediately seen through the eyes of familiar roles of teacher and examiner. It is important to get the perception of the supervisor right as it is a unique role that demands, irrespective of career-related subject, the ability to ask open questions consistently throughout the process and to be able to listen. </p><h5><strong>You cannot be a supervisor if you are not a career-related studies specialist</strong></h5><p>Wrong. In fact, arguably, it is better when the supervisor does not have expert knowledge in the student's chosen topic as it removes the temptation to 'teach'. The ideal outcome for this process is that the student truly becomes the expert and in charge of their research and understanding so that the supervisor can learn from them.</p><h5>The supervisor marks multiple drafts</h5><p>No. The supervisor gives feedback on one full draft.</p><h5>The supervisor does not mark the final essay</h5><p>Yes they do and submit this to the IB assisted by the reflective project coordinator. Furthermore, the supervisor will authenticate the piece of work as they have witnessed the whole process and can verify the academic integrity of the final reflective project.</p></div></div></div><div class="panel panel-has-footer" 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><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/materials/discussion-24.png" style="vertical-align: middle" /> </a><strong>Discuss the implications of the role of the supervisor and who will be supervisors for your school's context. What could be done to improve the delivery of the reflective project in your school? </strong><br /><br /><strong>Overview of the supervisor's role</strong></h5><p><strong>The supervisor needs to understand the reflective project process and end product so they can fill in the gaps for students as they come to terms with what they need to do. </strong>In addition to this, they need to be able to recommend appropriate research methods. The next step is for the supervisor to help the student plan their research and their final piece. Students are expected to complete this piece themselves but it is over a substantial period of time so a key element of the supervisor's role is to help their student keep engaged in the process which can be difficult. The main aim of the supervisor is to keep their student on the right ethical and assessment path. Most of all they will use discussion to become aware of <em>what </em>they need to produce as well as to access the assessment criteria so they build skills and realise the significance of their research, understanding and thinking processes. Of course, too little assistance from the supervisor or too much from another source must be recorded in the RPPF.</p><h5>Summary of the <em>requirements</em> of the supervisor's role</h5><p><strong>The supervisor is required to check that the reflective project process is carried out with academic integrity the entire time. </strong></p><p>Expanding on the summary above, supervisors must:<br />- check that their students understand the meaning of ethics especially in relation to the career-related studies<br />- check that their students understand the assessment criteria and what it means to work with academic integrity<br />- use discussion to help formulate a good research question that is safe to carry out<br />- support the student in reading and writing according to their needs<br />- give students access to exemplars and helping them understand how to reference and cite<br />- hold informal and formal meetings with the student with the latter used to complete the RPPF reviews<br />- mark and give criteria based feedback on one full draft (see <a href="ibcp/page/33791/giving-feedback" title="Giving feedback">Giving feedback</a>)<br />- mark the final copy and confirm the piece as an authentic piece of work with their own comments.<br />- report any plagiarism or suspicions fo plagiarism to the CP coordinator</p><h5>Summary of the <em>recommendations</em> of the supervisor's role</h5><p>Supervisors <em>might read reflective project assessment reports</em> to help their understanding.<br />They should <em>meet a number of times</em> with students (as well as 3 formal meetings) altogether totalling 3-5 hours.<br /><em>Make sure the research question is appropriate</em> particularly in relation to the student's career-related study.<br /><em>Advise students</em> on where to find resources, what to do with them and how to record them.</p><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" /> Further thoughts to consider</a></p><section class="tib-hiddenbox"><h5><img class="ico" src="img/materials/teaching-ideas-24.png" style="vertical-align: middle" /> Idea: Rather than allocate supervisors to <em>students</em>, allocate supervisors to <em>questions. </em>Better still ask supervisors to choose a question that they have a particular interest or engagement with. </h5><p>For supervisors to be effective they need access to resources on ethical, critical, reflective thinking as well as research, writing and assessment skills to assist discussions. This can obviously be the same resources that the students have been introduced to in PPS and specific reflective project lessons so they use the same advice. This is a way of providing a consistency to the experience of all students too.<br /><br />Links to resources that explore: </p><p><a href="ibcp/page/33793/ethical-thinking-" title="The Core » Core: The Reflective Project » Skills » Ethical Thinking ">Ethical understanding</a><br /><a href="ibcp/page/33783/research-skills" title="The Core » Core: The Reflective Project » Skills » Research skills">Research skills</a><br /><a href="ibcp/page/33788/critical-thinking" title="The Core » Core: The Reflective Project » Skills » Critical Thinking">Critical thinking methods</a><br /><a href="ibcp/page/33790/reflective-thinking" title="The Core » Core: The Reflective Project » Skills » Reflective Thinking">Reflective questions</a><br /><a href="ibcp/page/33796/self-assessment" title="The Core » Core: The Reflective Project » Skills » Self assessment">Self assessment</a> <a href="ibcp/page/33790/reflective-thinking" title="The Core » Core: The Reflective Project » Skills » Reflective Thinking">and exemplars</a><br /><a href="https://www.thinkib.net/ibcp/page/33795/writing-skills-" title="The Core » Core: The Reflective Project » Skills » Writing skills ">Writing skills </a></p></section></div></div></div><div class="panel panel-has-footer 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>Supervisor session activities</p></div></div><div class="panel-body" style=""><div><h5>The Quadrant</h5><p>Two truths about students: they find it hard to keep track of their research and it helps them when they talk it through. Use these slides as ways of assessing the strengths and weaknesses of their sources for their literature review. The labels given on the axes are suggestions and this Harvard Project Zero thinking routine can be used to explore aspects of the criteria in more detail: use of bias, sides of argument, fact and opinion, strengths of different perspectives etc...</p><p><iframe frameborder="0" height="480" scrolling="no" src="/media/ib/ibcp/files/the-quadrant-for-supervisors.pdf" width="100%"></iframe></p></div></div><div class="panel-footer" style="background-color: rgb(245, 246, 250);"><div></div></div></div><div class="panel panel-has-footer 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 to prompt discussions</p></div></div><div class="panel-body" style=""><h5><strong>1. Introductions</strong></h5><div>Ask your student to explain the what, where, why and when of their topic so far to you, recording their ideas as they speak on a whiteboard.</div><h5><strong>2. Ethical understandings</strong></h5><p>Students can struggle to grasp the idea that a true dilemma means there is no clear solution. Discuss the definitions and synonyms for the words 'issue' and 'dilemma' in an ethical context. Which words are most helpful?</p><div class="greenBg"><h5><span style="font-family:courier new,courier,monospace;">Ethical issue: </span></h5><p><span style="font-family:courier new,courier,monospace;">1. An important topic or problem for debate or discussion<br /><em>Synonyms: matter, subject, concern, situation, circumstance</em></span></p><h5><span style="font-family:courier new,courier,monospace;">Ethical dilemma</span></h5><p><span style="font-family:courier new,courier,monospace;">1. a situation in which a difficult choice has to be made between two or more alternatives with possibly no right or wrong answer.<br /><em>Synonyms: quandary, predicament, problem, puzzle</em></span></p></div><h5><br /><strong>3. Review the research question together</strong></h5><div>Using the results of the student's work from <a href="https://www.thinkib.net/ibcp/page/33785/creating-a-research-question" title="The Core » Core: The Reflective Project » Creating a Research Question">Creating a Research Question</a> and/or the quick checklist below, discuss the research question they currently have.<br /> </div><div><div class="greenBg"><h5><span style="font-family:courier new,courier,monospace;">Checklist</span></h5><p><span style="font-family:courier new,courier,monospace;">The ethical issue is clear<br />The ethical dilemma is clear<br />There is no bias evident in the question (do particular words imply any assumptions or particular angles)<br />The question is not too broad in scope<br />The question is not too narrow in scope<br />The topic is clearly relevant to the career-related study</span></p></div></div></div></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=%22Supervising+%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33786%2Fsupervising-"><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%2F33786%2Fsupervising-&t=Supervising+"><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%2F33786%2Fsupervising-"><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%2F33786%2Fsupervising-"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Supervising &body=Changing The Supervisor-Student DynamicSupervisory sessions can be made more dynamic with user-friendly activities and tools to support discussions. Students can receive up to five hours of supervisory support throughout...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33786%2Fsupervising-"><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. Any unauthorised copying or posting of materials on other websites is an infringement of our copyright and could result in your account being blocked and legal action being taken against you.</em></small></div></section><section id="comments"></section></div><!-- /#main-column -->
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