Personal Project

IB beskriver det personlige prosjektet  som ‘en betydelig elevregissert undersøkelse produsert over en lengre tidsperiode’ og som et ‘virkelig personlig og kreativt arbeid.’ I prosjektperioden fungerer KIS MYP lærere som mentorer fra PP starten, som er i av slutten på det tredje året av programmet (9. klasse) og prosjektet avsluttes halvveis gjennom det siste året (10. klasse). Elevene setter egne mål i forbindelse med deres egen motivasjon og en antatt link til læreplanen.

Mål fra tidligere år har inkludert… (Gjengis på engelsk for å ivareta integriteten i elevenes arbeid.)

 

Et koreansk språkkurs:

…[M]y true objective with the Personal Project was to learn, to embark on a journey of exploration and self-realization to ultimately  live a life in which I contribute to something far greater than myself—the global community.  This passion lies at the heart of pedagogy, which was my chosen topic of interest. It is my life-long dream to realize a world of peaceful collaboration, and for this to occur we must as persons all realize our qualities and develop our talents, and act upon this potential with courage. Pedagogy encourages precisely this, which explains my fascination. Furthermore, as I reckon communication is an essential component of the utopia I dream of, I decided to study language acquisition.

‘Approaches to Learning’ was the Area of Interaction that contextualized my chosen area of focus most explicitly. I set out to investigate learning as a personalized phenomenon; how I could acknowledge and embrace the concept of language acquisition being an individualized concept and inspire genius in every learner—by appealing to different learning styles and personalities existing. I expressed this justification in my Inquiry Question: ‘What are the components of an educationally successful and creatively stimulating language program that appeals to language-learners and encourages enthusiasm for learning?’ When I designed this question, I realized that it would be challenging to conclude an answer to a pedagogical inquiry when there exists no such thing as a concrete answer on how to learn. In this respect, the question forced me out of my comfort zone and into the exploration of why that is so.

 

 

En værballong:

I have learned that human ingenuity is not all about things being built and being used by humans, but also how evolution has  changed the world, all the small things we can do to explore. There is some work to it, but making a weather balloon and taking pictures in our atmosphere was something I thought only space stations and space related people could do, but so can we.

Human Ingenuity has some questions following it…Why do we create?...What are the consequences?...We create to explore because we are curious, which can be a good and a bad thing. There have been a lot of brilliant things humans have created, which are being used every day to help us have a better life. There have also been bad things we have created, which are ruining our world as we know it…that is the consequence of being curious.