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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="current" 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-->
<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=%22Structuring+the+project%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F44345%2Fstructuring-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%2F44345%2Fstructuring-the-project&t=Structuring+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%2F44345%2Fstructuring-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%2F44345%2Fstructuring-the-project"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Structuring the project&body=Structuring a project to meet the criteriaIt is always a little dangerous suggesting a structure to students to write their reflective project with; 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hard and fast rules on how they develop points can leave little room for...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F44345%2Fstructuring-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">Structuring 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>Structuring the project</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div class="intro-card" readonly="false"><img class="intro-image" readonly="true" src="/media/ib/ibcp/hd-wallpaper-459299_640.jpg" /><div class="content" readonly="true"><h3 class="heading" style="">Structuring a project to meet the criteria</h3><p class="text">It is always a little dangerous suggesting a structure to students to write their reflective project with; hard and fast rules on how they develop points can leave little room for letting their own thoughts and voice come through. It also supports the idea that a reflective project looks like one thing. The resources on this page are suggestions for students to scaffold their ideas so they can confidently move away from description towards analysis and evaluation.</p></div></div><div class="panel panel-orange"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Writing for Option 1 and 2</p></div></div><div class="panel-body"><h6>Scaffolding leads to autonomy</h6><p>Whilst this is an independent piece of work it can be a mistake to think that students do not nor should not have scaffolding to support their writing process. After all the IB's four tenets of differentiation or 'removing barriers to learning' are to build self esteem, build on prior knowledge, scaffold learning and extend learning. It can be a familiar tale for teachers, after what seems endless preparation and support in the research stage, to find students can turn round and make it clear that they just do not know where to start.</p><p>What follows here are suggestions on structuring writing which can be used whether students are embarking on Option 1 or Option 2. Do tread carefully when considering Option 2 as of course students will be juggling two formats and must not repeat material; the two pieces must complement each other. The aim here will be to be discerning when considering what to include in your written report over your additional format and certianly colour coding the criteria indicating how you will use this in both formats can be a useful exercise. An important note on the 'template' - it is just that. There is a lot of work to develop here and it is intended as a guide.</p><p dir="ltr" style="line-height:1.3409181118011475;margin-right: 14.84722900390625pt;margin-top:0pt;margin-bottom:0pt;"><span style="font-size:9.84000015258789pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;"> </span></p><p><meta charset="utf-8"><strong>The following template was developed by Sadie Lovell at ACS Hillingdon recently as a way of guiding her students at the start of creating their draft. Huge thanks to her for developing this and allowing me to use it. </strong></p></div><div class="panel-footer"><div></div></div></div><div class="panel panel-indigo"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Introduction</p></div></div><div class="panel-body"><div><h6>Introducing the parameters of the ethical issue and dilemma</h6><div class="blueBg"><ul><li><strong>Clearly introduce the Ethical <u>issue</u></strong> upon which your question is based (and explained how it links to your <em>Career-related Study</em>)</li><li><strong>Establish the Ethical <u>Dilemma</u></strong> & introduce the (<em>at least <u>three</u></em>) perspectives which you will address within your essay<ul><li>Identify the key issues within the dilemma </li><li>Introduce the ‘real-world context’ within which the chosen issue exists</li><li>Here, introduce the ‘Key Communities/Stakeholders’’ involved in the dilemma</li></ul></li><li><strong>Introduce the Research Question </strong>(word for word!) & explain why it is an important one to ask (i.e. why worthy of investigation)</li><li><strong>What is the ‘Scope’ of the issue?</strong> (this is an explanation of HOW you’ve researched your Ethical Dilemma – which sources proved helpful & guided your research)<ul><li>Remember you have the <em>Reflections</em> as well - reflect on the different ways you research & the successes/setbacks you experienced</li></ul></li></ul><div class="dottedBox"><p><em>Suggestion </em>(Option 1 (essay only) - 300 words or Option 2 (essay + additional format) - 200 words)</p></div></div><ul><li><ul></ul></li></ul></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-fucsia"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Structure of argument within the body of the essay</p></div></div><div class="panel-body"><div><div class="pinkBg"><h6><br />Local vs. Global Impact of the Issue</h6><p>As you establish your introduction and move into the main body of the reflective project be prepared to consider the local and/or global impact of the ethical dilemma. What intercultural factors might play a part here? Is there a local connection?</p><ul><li>Establish elements that relate to the ethical dilemma. E.g: Intercultural factors</li><li>Personal influences / reactions</li></ul><div class="dottedBox"><p><em>Suggestion </em>(Option 1 (essay only) - 200-250 words or Option 2 (essay + additional format) - 100 words)</p></div></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-aubergine"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Analysing and evaluating perspectives</p></div></div><div class="panel-body"><div><h5 dir="ltr" >Avoiding the 'for and against' trap</h5><p dir="ltr"><br />As we have established, there are a variety of ways that students might approach structuring their reflective project but the key here is that they want to give the sense of understanding multiple perspectives surrounding their ethical issue as this reflects the complexity of dilemmas. A 'for and against' approach clearly can work but it can be misleadingly black and white when dilemmas are not clear cut. Having more than a few perspectives is the answer.</p><h6 dir="ltr"><a href="Browse server to select file" target="_blank" title="Teaching ideas"><img class="ico" src="img/materials/teaching-ideas-24.png" style="vertical-align: middle" /> </a>Topic Sentences</h6><p dir="ltr">The stress here on Topic Sentences may be a by-product of being an English teacher but I stand wholeheartedly by their importance. The topic sentence at the start of a paragraph captures what the whole paragraph will be about. Furthermore, a student should be able to read back just the first line of each paragraph throughout their essay and for this to read like a summary of the debate surrounding their ethical dilemma.</p><div class="greyBg"><div class="dottedBox"><h6 dir="ltr" >The Ethical dilemma - Perspective 1</h6><p dir="ltr"></p><p>1. <strong>Topic sentence</strong> - Introduce the first perspective clearly and how it relates to the ethical dilemma</p><p style="line-height: 1.34093; margin: 1.71674pt 14.9623pt 0pt 7.67477pt; text-indent: -28.4531pt; padding: 0pt 0pt 0pt 28.4531pt;"><strong>A: Establish initial argument that supports this perspective</strong></p><ol style="margin-top:0;margin-bottom:0;padding-inline-start:48px;"><li >Develop and support with relevant evidence</li><li >Develop and support evidence</li><li >Provide analysis of the issue</li><li >Evaluate (supported by 1-3 outside sources), supporting your analysis<br />Consider the strengths & weaknesses of the argument & the 'so what?' factor<br />Include student voice (ie what do YOU think of this perspective at this stage?<br />Consider through the lens of relevant ethical theories</li></ol><p style="line-height: 1.34093; margin: 1.71674pt 14.9623pt 0pt 7.67477pt; text-indent: -28.4531pt; padding: 0pt 0pt 0pt 28.4531pt;"></p><p style="line-height: 1.34093; margin: 1.71674pt 14.9623pt 0pt 7.67477pt; text-indent: -28.4531pt; padding: 0pt 0pt 0pt 28.4531pt;"><strong>B: Establish second argument that supports this perspective</strong></p><ol style="margin-top:0;margin-bottom:0;padding-inline-start:48px;"><li >Develop and support with relevant evidence</li><li >Develop and support evidence</li><li >Provide analysis of the issue</li><li >Evaluate (supported by 1-3 outside sources), supporting your analysis<br />Consider the strengths & weaknesses of the argument & the 'so what?' factor<br />Include student voice (ie what do YOU think of this perspective at this stage?<br />Consider through the lens of relevant ethical theories</li></ol><p style="line-height: 1.34093; margin-right: 41.4542pt; margin-top: 0.561157pt; margin-bottom: 0pt;"><span style="font-size:9.84000015258789pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;"> </span></p><p style="line-height: 1.34093; margin: 1.71674pt 14.9623pt 0pt 7.67477pt; text-indent: -28.4531pt; padding: 0pt 0pt 0pt 28.4531pt;"><strong>C: Establish third argument that supports this perspective</strong></p><ol style="margin-top:0;margin-bottom:0;padding-inline-start:48px;"><li >Develop and support with relevant evidence</li><li >Develop and support evidence</li><li >Provide analysis of the issue</li><li >Evaluate (supported by 1-3 outside sources), supporting your analysis<br />Consider the strengths & weaknesses of the argument & the 'so what?' factor<br />Include student voice (ie what do YOU think of this perspective at this stage?<br />Consider through the lens of relevant ethical theories</li></ol><div class="dottedBox"><p><em>Suggestion </em>(Option 1 (essay only) - 700-800 words or Option 2 (essay + additional format) - 300-400 words)</p></div></div><div class="greyBg"><div class="dottedBox"><h6 dir="ltr" >The Ethical dilemma - Perspective 2</h6><p dir="ltr"></p><p>1. <strong>Topic sentence</strong> - Introduce the first perspective clearly and how it relates to the ethical dilemma</p><p style="line-height: 1.34093; margin: 1.71674pt 14.9623pt 0pt 7.67477pt; text-indent: -28.4531pt; padding: 0pt 0pt 0pt 28.4531pt;"><strong>A: Establish initial argument that supports this perspective</strong></p><ol style="margin-top:0;margin-bottom:0;padding-inline-start:48px;"><li >Develop and support with relevant evidence</li><li >Develop and support evidence</li><li >Provide analysis of the issue</li><li >Evaluate (supported by 1-3 outside sources), supporting your analysis<br />Consider the strengths & weaknesses of the argument & the 'so what?' factor<br />Include student voice (ie what do YOU think of this perspective at this stage?<br />Consider through the lens of relevant ethical theories</li></ol><p style="line-height: 1.34093; margin: 1.71674pt 14.9623pt 0pt 7.67477pt; text-indent: -28.4531pt; padding: 0pt 0pt 0pt 28.4531pt;"></p><p style="line-height: 1.34093; margin: 1.71674pt 14.9623pt 0pt 7.67477pt; text-indent: -28.4531pt; padding: 0pt 0pt 0pt 28.4531pt;"><strong>B: Establish second argument that supports this perspective</strong></p><ol style="margin-top:0;margin-bottom:0;padding-inline-start:48px;"><li >Develop and support with relevant evidence</li><li >Develop and support evidence</li><li >Provide analysis of the issue</li><li >Evaluate (supported by 1-3 outside sources), supporting your analysis<br />Consider the strengths & weaknesses of the argument & the 'so what?' factor<br />Include student voice (ie what do YOU think of this perspective at this stage?<br />Consider through the lens of relevant ethical theories</li></ol><p style="line-height: 1.34093; margin-right: 41.4542pt; margin-top: 0.561157pt; margin-bottom: 0pt;"><span style="font-size:9.84000015258789pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;"> </span></p><p style="line-height: 1.34093; margin: 1.71674pt 14.9623pt 0pt 7.67477pt; text-indent: -28.4531pt; padding: 0pt 0pt 0pt 28.4531pt;"><strong>C: Establish third argument that supports this perspective</strong></p><ol style="margin-top:0;margin-bottom:0;padding-inline-start:48px;"><li >Develop and support with relevant evidence</li><li >Develop and support evidence</li><li >Provide analysis of the issue</li><li >Evaluate (supported by 1-3 outside sources), supporting your analysis<br />Consider the strengths & weaknesses of the argument & the 'so what?' factor<br />Include student voice (ie what do YOU think of this perspective at this stage?<br />Consider through the lens of relevant ethical theories</li></ol><div class="dottedBox"><p><em>Suggestion </em>(Option 1 (essay only) - 700-800 words or Option 2 (essay + additional format) - 300-400 words)</p></div></div></div><div class="greyBg"><div class="dottedBox"><h6 dir="ltr" >The Ethical dilemma - Perspective 3</h6><p dir="ltr"></p><p>1. <strong>Topic sentence</strong> - Introduce the first perspective clearly and how it relates to the ethical dilemma</p><p style="line-height: 1.34093; margin: 1.71674pt 14.9623pt 0pt 7.67477pt; text-indent: -28.4531pt; padding: 0pt 0pt 0pt 28.4531pt;"><strong>A: Establish initial argument that supports this perspective</strong></p><ol style="margin-top:0;margin-bottom:0;padding-inline-start:48px;"><li >Develop and support with relevant evidence</li><li >Develop and support evidence</li><li >Provide analysis of the issue</li><li >Evaluate (supported by 1-3 outside sources), supporting your analysis<br />Consider the strengths & weaknesses of the argument & the 'so what?' factor<br />Include student voice (ie what do YOU think of this perspective at this stage?<br />Consider through the lens of relevant ethical theories</li></ol><p style="line-height: 1.34093; margin: 1.71674pt 14.9623pt 0pt 7.67477pt; text-indent: -28.4531pt; padding: 0pt 0pt 0pt 28.4531pt;"></p><p style="line-height: 1.34093; margin: 1.71674pt 14.9623pt 0pt 7.67477pt; text-indent: -28.4531pt; padding: 0pt 0pt 0pt 28.4531pt;"><strong>B: Establish second argument that supports this perspective</strong></p><ol style="margin-top:0;margin-bottom:0;padding-inline-start:48px;"><li >Develop and support with relevant evidence</li><li >Develop and support evidence</li><li >Provide analysis of the issue</li><li >Evaluate (supported by 1-3 outside sources), supporting your analysis<br />Consider the strengths & weaknesses of the argument & the 'so what?' factor<br />Include student voice (ie what do YOU think of this perspective at this stage?<br />Consider through the lens of relevant ethical theories</li></ol><p style="line-height: 1.34093; margin-right: 41.4542pt; margin-top: 0.561157pt; margin-bottom: 0pt;"><span style="font-size:9.84000015258789pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;"> </span></p><p style="line-height: 1.34093; margin: 1.71674pt 14.9623pt 0pt 7.67477pt; text-indent: -28.4531pt; padding: 0pt 0pt 0pt 28.4531pt;"><strong>C: Establish third argument that supports this perspective</strong></p><ol style="margin-top:0;margin-bottom:0;padding-inline-start:48px;"><li >Develop and support with relevant evidence</li><li >Develop and support evidence</li><li >Provide analysis of the issue</li><li >Evaluate (supported by 1-3 outside sources), supporting your analysis<br />Consider the strengths & weaknesses of the argument & the 'so what?' factor<br />Include student voice (ie what do YOU think of this perspective at this stage?<br />Consider through the lens of relevant ethical theories</li></ol><div class="dottedBox"><p><em>Suggestion </em>(Option 1 (essay only) - 700-800 words or Option 2 (essay + additional format) - 300-400 words</p></div></div></div></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-turquoise"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Conclusion</p></div></div><div class="panel-body"><div><h5><meta charset="utf-8">Moving towards a solution</h5><p>Conclusions can be somewhat of an anticlimax with any extended piece of work or just a straight forward essay. Students can fall back on repeating their first point or summarising their main ideas. What they need here is to use this space to push forward for a possible solution to the dilemma itself. Of course there is no actual solution as that is what makes this a dilemma but the hope is that they have come to an ethically- reasoned nuanced understanding of the dilemma and can suggest their own personal perspective and way forward. The key to scoring higher marks in criterion C: Critical thinking is to give a sense of ownership over this debate and the student voice needs to come out throughout the project.</p><ul><li>Restate the research question and bring in the 'so what?' - why does this matter and whast is the local/global impact you have been able to explore</li><li><span style="font-size:9.84000015258789pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;">Aim to synthesise the perspectives involved in the ethical dilemma</span></li><li><span style="font-size:9.84000015258789pt;font-family:Arial;color:#000000;background-color:transparent;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;">Come to a conclusion regarding the question - who do you agree with. </span></li></ul><div class="blueBg"><p><em>Suggestion </em>(Option 1 (essay only) - 300-350 words or Option 2 (essay + additional format) - 200 words</p></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel-footer"><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=%22Structuring+the+project%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F44345%2Fstructuring-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%2F44345%2Fstructuring-the-project&t=Structuring+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%2F44345%2Fstructuring-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%2F44345%2Fstructuring-the-project"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Structuring the project&body=Structuring a project to meet the criteriaIt is always a little dangerous suggesting a structure to students to write their reflective project with; hard and fast rules on how they develop points can leave little room for...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F44345%2Fstructuring-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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$('a.btn.showhider').click(function(e) {
var showHiderId = $( this ).attr('rel');
if ( $('#'+showHiderId).find('iframe').length > 0 ) {
$('#'+showHiderId+' iframe').each(function() {
if ( $(this).attr('src').indexOf('.pdf') > 0 ) {
this.contentWindow.location.reload(true);
}
});
}
});
var hTopmenu = $('#topmenu').height();
var n = 0;
$('nav.top-nav > ul > li').each(function(k, e) {
if (n > 1) {
var diff = hTopmenu-(e.offsetTop+e.offsetHeight);
$(e).find(' > ul ').css('margin-top', '-'+diff+'px');
}
n++;
});
});
</script>
</body>
</html>