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<h1><a href="/ibcp"><span style="">IB Career-related Programme</span></a></h1>
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This ensures that the process does not just become about the final piece but is seen as an opportunity...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33839%2Fplanning-and-process-management"><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">Planning and process management</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 Skills " href="https://www.thinkib.net/ibcp/page/33789/reflective-project-skills-">Reflective Project Skills </a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>Planning and process management</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div id="toc-1672967942" 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/images/plan-2-1078x720.png");"></div><h3><img src="/media/ib/ibcp/images/plan-2-1078x720.png" style="display: none" /> Planning permission</h3><div class="content"><p>The student's planning skills, throughout the reflective project experience, must not to be overlooked. This ensures that the process does not just become about the final piece but is seen as an opportunity to develop skills that can be used throughout the rest of the courseand in future projects.</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>Getting started ... on the process</p></div></div><div class="panel-body" style=""><div><p>Before establishing any official timeline with the students, it is good for students to get an appreciation for how long this process will be. Keeping up the momentum can be really difficult, especially over a long holiday. Again, this is part of students taking ownership of the project and stamping their own identity on their project.</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>Getting to know the criteria</p></div></div><div class="panel-body" style=""><div><p><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>Getting to know the criteria</strong>: Use the criteria and map out a potential planning timeline; this is a good exercise for reflective project coordinators deepening their understanding of the criteria as well as for students to understand the task ahead.</p><p><strong>Criterion A: Focus and Method</strong><br />Decide on an ethical dilemma arising from the career-related context<br />Use appropriate research methods and collect information from a variety of sources judiciously<br />Show an understanding of bias and validity<br /><br /><strong>Criterion B: Knowledge and understanding in context</strong><br />Show knowledge and understanding of the issue<br />Utilise a local/global example of the issue in which the ethical dilemma is embedded to contextualise the ethical dilemma and be able to analyse different perspectives on it<br />Illustrate an awareness and understanding of the impact of the ethical dilemma on a local/global community and demonstrate how cultural influences can effect the perceptions of the ethical dilemma<br /><br /><strong>Criterion C: Critical thinking</strong><br />Demonstrate logic, reason and the ability to interpret, analyse and evaluate researched material<br />Develop the ability to synthesise information gathered from research; make connnections as well as link ideas and evidence<br /><br /><strong>Criterion D: Communication</strong><br />Create a structured and coherent project; appropriate terminology is accurate and consistent; communicate ideas and concepts<br /><br /><strong>Criterion E: Engagement and reflections on planning and progress</strong><br />Reflect on the research process in order to refine it.<br />Show reactions to new understandings gained in the exploration of the ethical dilemma.<br />Critique decisions made throughout the research process and working practices</p></div></div></div><div class="panel" 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: Establishing the Researcher's Reflection Space</p></div></div><div class="panel-body" style=""><div><div class="yellowBg"><div class="box"><h5>Lesson Plan 1<br /><br />Aim: Establish the Researcher's Reflection Space (RRS) as a planning and process management companion throughout the reflective project journey<br /><iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/EyxT91mJnVk?rel=0&start=11" width="640"></iframe><br /> </h5></div><h5><a href="Browse server to select file" target="_blank" title="Visual Journal"><img class="ico" src="img/materials/visual-journal-24.png" style="vertical-align: middle" /> </a><strong>Visual journal:</strong> Establish the <a href="ibcp/page/33784/starting-research" title="The Core » Core: The Reflective Project » The Reflective Project process » Starting Research">Researcher's Reflection Space (RRS)</a> as a visual journal or diary to record initial ideas, any concerns, outcome of supervisory sessions, any interim thoughts about the RPPF, any changes needed to finish the project, final thoughts to be considered for your final reflection...</h5></div></div></div><div class="panel-footer" style="background-color: rgb(245, 246, 250);"><div></div></div></div><div class="panel" 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><p><a href="Browse server to select file" target="_blank" title="Key points"><img class="ico" src="img/materials/key-24.png" style="vertical-align: middle" /> </a><strong>Visualise the outcome: </strong> Ask students to create a vision board of the final piece and what they envisage it will contain. This is a good way of getting to know the assessment criteria. The following image board of 3D objects and images can prompt discussion about what it represents and encourage students to create their own visualisation. (Note, it was created specifically to prompt subjective response to the criteria so there are no direct teacher notes here).<br /><br /><img alt="" src="/media/ib/ibcp/visualise.png" style="width: 800px; height: 647px;" /></p><p><br /><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><strong>Create a timeline:</strong> rather than give students a timeline ready made, give them a blank frame and the key milestones with dates. Students then consider the deadlines for their CRS and DP subjects to include in the timeframe and other extra curricular commitments. Use the following word cloud as a tool for discussion about creating a timeline. Some words might be used more than once throughout the timeline.<br /><br /><img alt="" src="/media/ib/ibcp/images/process.png" style="width: 600px; height: 319px;" /></p></div></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=""><div><div class="panel-body" style=""><div><h5><img class="ico" src="img/materials/video-24.png" style="vertical-align: middle" /> This guide from the University of Melbourne gives advice to degree level students on how to reflect. Useful to use in getting the RRS and the RPPF going as well as for direct writing skills. Also good to demonstrate to students, looking to study at tertiary level, the value in reflective practice.</h5><p><iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/SntBj0FIApw?rel=0" width="640"></iframe></p></div></div><div class="panel-footer" style="background-color: rgb(250, 250, 250);"></div></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(50, 50, 50, 0.3) 0px 10px 30px -15px; border-color: rgb(136, 136, 136);"></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=%22Planning+and+process+management%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33839%2Fplanning-and-process-management"><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%2F33839%2Fplanning-and-process-management&t=Planning+and+process+management"><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%2F33839%2Fplanning-and-process-management"><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%2F33839%2Fplanning-and-process-management"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Planning and process management&body= Planning permissionThe student's planning skills, throughout the reflective project experience, must not to be overlooked. This ensures that the process does not just become about the final piece but is seen as an opportunity...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33839%2Fplanning-and-process-management"><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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