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<h1><a href="/ibcp"><span style="">IB Career-related Programme</span></a></h1>
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what is right for the student must come first and care should be taken to guiden them to make a choice that will...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33779%2Fthe-options"><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">The Options</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>The Options</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div id="toc-1672967922" 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/away-4610699__480.jpg");"></div><img src="/media/ib/ibcp/away-4610699__480.jpg" style="display: none" /><div class="content"><h4 class="heading">Guiding students to the right option for them</h4><p class="text">It can be tempting to consider one option easier than the other; what is right for the student must come first and care should be taken to guiden them to make a choice that will give them the most rewarding experience. Students have a choice of two options for the reflective project - an essay or a shorter essay with additional format. Both are accompanied by a series of reflections. This page considers Option 2 in more detail than Option 1 as students can find it hard to access without the right help.</p></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>The Options for the reflective project</p></div></div><div class="panel-body"><div><div class="greenBg"><h5><strong>Students will either submit:</strong></h5><p>An essay OR an essay with an additional format</p><p><strong><em>plus ...</em></strong><br />The RPPF - Reflections on planning and Progress form (3 reflections of up to 1000 words).<br /><br /><strong>Option 1 </strong>is a written essay (maximum 3000 words). This should cover all the reflective project's requirements from criteria A-D except reflection.<br /><br /><strong>Option 2</strong> A written essay (1500-2000 words) accompanied by an additional format of film, oral presentation, interview, play or display. Together, the written essay and additional format should cover all the reflective project's requirements A-D, except reflection, which forms the content of the RPPF and assessed in Criterion E.</p></div></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>Option 2 in more detail</p></div></div><div class="panel-body"><div><h4>No easy options</h4><p>Students might consider the additional format if expressing their research creatively suits their learning style or future aspirations suitably or when they have done the amount of research that justifies a particular mode of presentation; none of the additional formats are 'the easy option'. Whatever they choose, the additional format requires very careful planning to ensure that all the reflective project assessment objectives are met. Students should visualise as early as possible in their RRS how they will balance these requirements across two modes and understand that they do not want to repeat information and ideas; this in essence is what the guidance means by the two modes 'complementing' each other. As complicated as they might sound, what it comes down to is working out a simple but specific purpose for each element. Extra care must be taken that students understand the implications for academic integrity of the format they choose; they must understand issues of copyright and how citation and referencing must be just as extensive as an essay in Option 1.</p><h3>Pros and Cons</h3><p>• <strong>A short film (7 minutes). </strong>Using film can help develop part of the project creatively which cannot be done in Option 1. This can be any type of film such as documentary, drama, or news report or a written script of 700 words. Students might choose this if wanting to progress to study film and media further. It can be very time consuming and a real labour of love. It requires careful attention to how they are achieving the criteria requirements over the two modes.</p><p><br /><strong>A spoken presentation (recorded on audio/video; 7 minutes)</strong>. This can recorded on audio or video or even a script of 700 words. The benefits of improving presentation skills and learning the art of podcasting are huge, especially in regards to future careers. It can also be beneficial to students who find the thought of 3000 word critical analysis daunting; they can limit their essay to 1500 words and show their critical analysis through speech. Presenting, however, also brings with it huge obstacles for some students putting them off.<br /><br /><strong>An interview (recorded on audio/video; 7 minutes or 700 words).</strong> You may have a student who is passionate about creativity and performance and wants to use their reflective project to showcase their talents for future employment or educational opportunities. Thinking creatively across the assessment criteria can be tricky.<br /><br />• <strong>A play (recorded on audio/video; 7 minutes or script of 700 words).</strong> This is an excellent option for the creative student passionate about perfomance and perhaps wanting to showcase their skills for further employment or educational opportunities. It can be a complex format that can be tricky to navigate to achieve all the assessment criteria.</p><p><br />•<strong> A display (a storyboard or photo essay using up to 15 annotated images with up to 700 words).</strong> A powerful format where students can really explore their chosen dilemma through imagery. Not an option to be underestimated or seen as an easy option as demonstrating understanding of bias and demonstrating all aspects over the two modes can be hard.<br /><br /><em>For reference The Reflective Project Guide (for first use 2016)</em></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>UNIT PLAN: Planning for additional formats</p></div></div><div class="panel-body" style=""><div><h4>How do you help students decide which option of the additional format is right for them?</h4><p>Sometimes students can discover through careful questioning that Option 2 really is the perfect vehicle for the ethical dilemma they want to explore. Consider the following suggestions and use the worksheet below to help students dicover how a particular format might be used to the best of its advantage. This is also useful for supervisors to help them advise students in the early stages of their reflective project.</p><div class="box"><p><strong>A short film (recorded video;7 minutes) or a written film script (700 words)<br />Choose a film if </strong>there are particularly visual ideas that you want to communicate that you might not be able to do in an essay. For example, you may be exploring the physical impact of an ecological issue on the local environment and population and you can successfully illustrate primary evidence of this ethical issue through film. Remember you are not being assessed on your filming ability but you do need to be able to communicate well. You may know nothing about film making but want to learn and this will be a great learning journey.<br /><br /><strong>Mind map your inital ideas for: </strong><br />... what type of film would best fit the ethical dilemma you are exploring<br />... whose perspective or perspectives you want to tell the film from<br />... what you will need to prepare this (pre-production such as story-boarding)<br />... what you will film it on and how you will film it<br />... how you will edit this and what advice you need to get going.<br />... difficulties of logistics: for example permissions for participants, locations or any copyright material you want to cite.</p></div><div class="greenBg"><p><strong>A spoken presentation (recorded audio or video; 7 minutes) or a written script (700 words) </strong></p><p><strong>Choose a spoken presentation to support a shorter essay if </strong>you feel confident that you can present the content orally in an engaging, articulate and convincing way. This is a great format to support a shorter written essay if you want to present the ethical dilemma with a sense of debate especially if you feel very strongly about the issue.<br /><br /><strong>Mind map your initial ideas for: </strong><br />... what content would be best presented in the shorter essay and the spoken format<br />... how you could support your presentation visually too<br />... how you could utilise your voice or body language to support the delivery further<br />... which elements you find most daunting and which you find most appealing</p></div><div class="blueBg"><p><strong>An interview (recorded audio or video; 7 minutes) or a written script (700 words)</strong></p><p><strong>Choose an interview to support a shorter essay if </strong>you are fascinated by the way you feel your ethical issue and dilemma can be best presented through interviewing people with interesting perspectives. This is certainly an excellent choice if you are considering journalism as a career choice. You will need to have confidence that your role as inquirer and that your questions can draw out interesting responses from your interviewee.</p><p><strong>Mind map your initial ideas for: </strong><br />... what the interview could convey - look at criteria B and C for help<br />... what the purpose of questioning might be. Perhaps look into socratic questioning as part of your research<br />... the ethical ramifications when interviewing someone. Will your editing change the meaning? Does the interviewee have a say in the final piece?</p></div><div class="pinkBg"><p><strong>A play (recorded on audio or video; 7 minutes or a written script (700 words)<br />Choose a play to support a shorter essay if </strong>you are particularly interested in expressing your ideas creatively and directing others as this is a fascinating way to do it. Taking the ideas and viewpoints that have emerged from your research on an ethical dilemma and taking advantage of drama, dialogue and stagecraft to explore them has been done by many successful and eminent playwrights.</p><p><strong>Mind map your initial ideas for:<br />... </strong>can you successfully create a team to support you in this process? Think of the logistics.<br />... how you might capture an ethical dilemma in just 7 minutes. Are there examples you might look at for inspiration?<br />... at what stage of research the play could be fully planned<br />... what dramatic devices you could/want to utilise in your final piece<br />... if your ideas would be better expressed in performance or a written script<br />... the logistics of recording a final piece.</p></div><div class="greyBg"><p><strong>A display (a storyboard or photo essay using up to 15 annotated images and 700 words)</strong></p><p><strong>Choose a display to support a shorter essay </strong>if your research uncovers the significance of imagery to support the ethical dilemma at the heart of your project. Sometimes there are ethical dilemmas that can be depicted successfully in an image; sometimes the way bias and subjectivity emerges can be captured perfectly in an image rather than extensively in writing. You might be very keen on photography and media, looking to deepen your expertise in this area in preparation for further education or employment - this might be the perfect mode to showcase your talent. </p><p><strong>Mind map your initial ideas for: </strong><br />... how you will source your images. Are you creating the images yourself orare you using secondary sources? Or might there be a reason to use both? How will you avoid plagiarism?<br />... how you will utilise the additional written comments for your images. This is an area not to be overlooked just because the word count is comparatively small.<br />... how you will present your ideas. After researching your ethical dilemma extensively, an idea will emerge about what purpose you want your display to have.</p></div><h5><a href="Browse server to select file" target="_blank" title="Worksheets"><img class="ico" src="img/materials/exercise-24.png" style="vertical-align: middle" /> </a>Deciding on Option 2 worksheet<iframe frameborder="0" height="480" scrolling="no" src="/media/ib/ibcp/deciding-on-option-2.pdf" width="100%"></iframe></h5></div></div><div class="panel-footer" style="background-color: rgb(245, 246, 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 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 on additional formats</p></div></div><div class="panel-body" style=""><div><h6><a href="Browse server to select file" target="_blank" title="Videos"><img class="ico" src="img/materials/video-24.png" style="vertical-align: middle" /><span style="color:#0000FF;"> </span></a><span style="color:#0000FF;">The short film</span> - A short video with many useful points on structure and simplicity when approaching making a short film. This can expand the activity above when students are deciding on how to use the additional format.</h6><p><iframe allowfullscreen="" frameborder="0" height="360" src="//www.youtube.com/embed/XN8dIQ6vptc" width="640"></iframe></p></div><h5><a href="Browse server to select file" target="_blank" title="Case studies"><img class="ico" src="img/materials/case-studies-24.png" style="vertical-align: middle" /> </a><span style="color:#800080;">The power of photo essays:</span><span style="color:#0000FF;"> </span>Consider the following selection of photo essays and discuss both the ethical dilemma/dilemmas at the heart of them as well as what purpose the images serve. In other words, why not just an article or essay?</h5><div class="box"><h6>Photo essay 1 from The Guardian: 23rd July 2021 - flooding hits Europe<br />https://www.theguardian.com/artanddesign/2021/jul/23/germanys-big-clean-up-after-the-floods-photo-essay</h6><div class="img-block has-caption align-center has-frame" readonly="true"><img class="large" readonly="false" src="/media/ib/ibcp/picture2.jpg" /><div class="caption" readonly="false">'We need a lot of help': Germans sift through debris after devastating floods</div></div></div><div class="box"><h6><span style="color:#800080;">Photo Essay 2 from The Guardian</span>: 21st June 2021 - Documenting violence against migrants in South Africa: a photo-story<br />https://www.theguardian.com/world/2021/jun/21/documenting-violence-against-migrants-in-south-africa-a-photo-essay</h6><div><div><div class="img-block has-caption align-center has-frame" readonly="true"><img class="large" readonly="false" src="/media/ib/ibcp/picture3.jpg" /><div class="caption" readonly="false">A man pleads for his life after being attached during an 'anti-crime' march which turned into an<br />'anti-migrant' hunt. Photo by James Oatway and Alon Skuy</div></div></div></div></div><div><div class="box"><h6><span style="color:#800080;">Photo Essay 3 from 'The Photographic Journal' </span>is an interesting collective of photo essays, features and interviews that are worth students spending time exploring. An example, amongst many, is one that paints a portrait of a city: Los Angeles - https://thephotographicjournal.com/essays/fade-los-angeles/</h6></div></div><div class="box"><h6><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><span style="color:#FF0000;">10 photo challenge.</span> Students consider the context in which they live whether this be the city centre, suburbia, rural, mountainous, seaside ...using just their camera phones, students take ten photos that capture their context to them. Within these photos, what is captured? How might an outsider view these photos? Did their assignment help them recognise more about their community?</h6></div></div><div class="panel-footer" style="background-color: rgb(250, 250, 250);"><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=%22The+Options%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33779%2Fthe-options"><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%2F33779%2Fthe-options&t=The+Options"><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%2F33779%2Fthe-options"><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%2F33779%2Fthe-options"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=The Options&body=Guiding students to the right option for themIt can be tempting to consider one option easier than the other; what is right for the student must come first and care should be taken to guiden them to make a choice that will...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F33779%2Fthe-options"><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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