Overview of Reflective Project
The Reflective Project is an in-depth body of work (essay, play, storyboard, graphic presentation, video, etc.) produced over the duration of the IBCP program and is submitted at the end of your coursework. It is designed to draw together key elements of the IBCP program: Career-related studies (CTE), Community and Service Learning, and the Personal and Professional Skills (PPS) course. You will need to identify an ethical issue/dilemma, stemming from your career-related studies, which you would like to explore in greater depth.
Goals of the Reflective Project:
Process of the Reflective Project:
Goals of the Reflective Project:
- Produce an extended piece of work.
- Engage in personal inquiry, action and reflection (PLAN, DO, REFLECT) on a specific ethical issue.
- Develop research and communication skills.
- Develop the skills of critical and creative thinking.
Process of the Reflective Project:
- Uses your career-related studies as a focus for the chosen issue.
- Utilizes the skills you develop in Personal and Professional Skills (PPS I and II) such as the ability to create a reasoned argument (critical thinking), to understand ethical dilemmas (ethical thinking) and to prepare the structure and format of the project itself (communication).
- Uses the skills and knowledge you develop in community and service.
Handouts
rp_cover_pps_ii_2020.docx | |
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rp_cover_pps_ii_2019.docx | |
File Size: | 13 kb |
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reflective_project_outline_eoy2018.doc | |
File Size: | 33 kb |
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rp_student_guide_1.pdf | |
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rpscope.doc | |
File Size: | 27 kb |
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rp_start.pptx | |
File Size: | 1192 kb |
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how_to_prepare_a_reflective_project.pptx | |
File Size: | 607 kb |
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source_note_page.doc | |
File Size: | 25 kb |
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source_checklist_template.doc | |
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reflective_project_outline_presentation.doc | |
File Size: | 27 kb |
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student_guide_effective_citing_for_ib_assessments.pdf | |
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reflective_project_cover.pdf | |
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RPPF - Reflective Project Planning and Progress Form
The completion of this form is a mandatory part of the reflective project. It helps the students to reflect on their planning and progress, including:
• their initial ideas
• any concerns to discuss with their supervisor
• the outcome of those discussions
•interim thoughts about the reflective project’s planning, progress and content
• any changes that need to be made as a result of the interim thoughts
• finishing the project and their conclusions.
The RPPF has two further functions:
• Together with the formal meetings with the supervisor, it provides the evidence to assess the students against Assessment Objective 5 (AO5): Engagement and reflection on planning and progress.
• It also acts as a record to support the authenticity of their work.
The RPPF is informed by scheduled meetings between the students and the reflective project supervisor where progress, planning and issues are discussed. The form is designed to document these discussions and is a formally assessed element of the reflective project.
• their initial ideas
• any concerns to discuss with their supervisor
• the outcome of those discussions
•interim thoughts about the reflective project’s planning, progress and content
• any changes that need to be made as a result of the interim thoughts
• finishing the project and their conclusions.
The RPPF has two further functions:
• Together with the formal meetings with the supervisor, it provides the evidence to assess the students against Assessment Objective 5 (AO5): Engagement and reflection on planning and progress.
• It also acts as a record to support the authenticity of their work.
The RPPF is informed by scheduled meetings between the students and the reflective project supervisor where progress, planning and issues are discussed. The form is designed to document these discussions and is a formally assessed element of the reflective project.
ibccsupervisormeetingform.pdf | |
File Size: | 75 kb |
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reflective_project_-_internal_scoring.pdf | |
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Project Formats - UPDATED
Option 1
A written essay (maximum 3,000 words). This should cover all the reflective project’s requirements except reflection, which forms the content of the RPPF.
Option 2
A written essay (1,500–2,000 words) accompanied by an additional format (film, oral presentation, interview, play or display). Together, the written essay and additional format should cover all the reflective project’s requirements except reflection.
Additional formats
The permitted additional formats are:
• A short film (7 minutes). Students are free to create whatever type of film they believe will be a valuable component of their reflective project, for example a documentary, a drama, a news report and so on. They can choose to submit a written film script instead (700 words).
• A spoken presentation (recorded on audio/video; 7 minutes). A presentation provides students with the opportunity to address in a spoken format aspects of their reflective project. They can choose to submit a written script instead (700 words).
• An interview (recorded on audio/video; 7 minutes). An interview allows students to be creative by imagining and developing a discussion between two or more people. They can choose to submit a written script instead (700 words).
• A play (recorded on audio/video; 7 minutes). The play should include one or more characters performing a spoken drama that supports elements of the reflective project. It can include dialogue, music and sound effects. Students can choose to submit a written script instead (700 words).
• A display (a storyboard or photo essay using up to 15 annotated images; 700 words). A storyboard/ photo essay is usually a linear narrative told through imagery. Students can decide what their imagery will accomplish and how it will contribute to the reflective project overall. For example, it could provide an overview of their reflective project and create points of discussion or illustrate particular ideas.
A written essay (maximum 3,000 words). This should cover all the reflective project’s requirements except reflection, which forms the content of the RPPF.
Option 2
A written essay (1,500–2,000 words) accompanied by an additional format (film, oral presentation, interview, play or display). Together, the written essay and additional format should cover all the reflective project’s requirements except reflection.
Additional formats
The permitted additional formats are:
• A short film (7 minutes). Students are free to create whatever type of film they believe will be a valuable component of their reflective project, for example a documentary, a drama, a news report and so on. They can choose to submit a written film script instead (700 words).
• A spoken presentation (recorded on audio/video; 7 minutes). A presentation provides students with the opportunity to address in a spoken format aspects of their reflective project. They can choose to submit a written script instead (700 words).
• An interview (recorded on audio/video; 7 minutes). An interview allows students to be creative by imagining and developing a discussion between two or more people. They can choose to submit a written script instead (700 words).
• A play (recorded on audio/video; 7 minutes). The play should include one or more characters performing a spoken drama that supports elements of the reflective project. It can include dialogue, music and sound effects. Students can choose to submit a written script instead (700 words).
• A display (a storyboard or photo essay using up to 15 annotated images; 700 words). A storyboard/ photo essay is usually a linear narrative told through imagery. Students can decide what their imagery will accomplish and how it will contribute to the reflective project overall. For example, it could provide an overview of their reflective project and create points of discussion or illustrate particular ideas.
NEW!!! SAMPLE REFLECTIVE PROJECT (2016)
Below please find student samples of the Reflective Projects evaluated with the NEW rubric, along with the comments from IB graders. Each sample also includes the newly requested RPPF. The new guide and rubric is also attached.
In addition to reviewing the guide, it is a good idea for both students and supervisors to review student samples of Reflective Projects, along with the comments from IB graders, in order to develop a better understanding of what the IB is looking for in an effective Reflective Project. Below, you will find numerous student samples along with moderator comments.
REFLECTIVE PROJECT GUIDE AND RUBRIC
rpguide2016.pdf | |
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rprubric2016.pdf | |
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SAMPLE 1 (Example 6) - LOW
example_6_-_student_sample_-_score_of_9.pdf | |
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example_6_-_rppf_-_score_of_2_out_of_6.pdf | |
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example_6_-_moderator_comments.pdf | |
File Size: | 112 kb |
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SAMPLE 2 (Example 1) - Middle
example_1_-_student_sample_-_score_of_19.pdf | |
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example_1_-_rppf_-_score_of_3_out_of_6.pdf | |
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example_1_-_moderator_comments.pdf | |
File Size: | 115 kb |
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SAMPLE 3 (Example 7) - High
example_7_-_student_sample_-_score_of_34.pdf | |
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example_7_-_rppf_-_score_of_6_out_of_6.pdf | |
File Size: | 130 kb |
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example_7_-_moderator_comments.pdf | |
File Size: | 126 kb |
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OLD FORMAT - Reflective Project
example08_en.pdf | |
File Size: | 187 kb |
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example_8_moderator_comments-3.pdf | |
File Size: | 75 kb |
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peermoderationrp.docx | |
File Size: | 85 kb |
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What is Ethics?
What are ethics, and an ethical dimension?
Ethics is based on a set of moral principles of a society or culture that helps to guide behaviors, actions and choices. The ethical dimension refers to the range of ethical aspects related to an identified topic. Deepen your understanding with further reading on ethics - click here.
What is an Ethical Dilemma?
Within an ethical dimension there are ethical dilemmas. An ethical dilemma is a choice between two (or more) conflicting moral perspectives where neither choice provides a perfect solution.
Ethics is based on a set of moral principles of a society or culture that helps to guide behaviors, actions and choices. The ethical dimension refers to the range of ethical aspects related to an identified topic. Deepen your understanding with further reading on ethics - click here.
What is an Ethical Dilemma?
Within an ethical dimension there are ethical dilemmas. An ethical dilemma is a choice between two (or more) conflicting moral perspectives where neither choice provides a perfect solution.
what_is_ethics.pdf | |
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ethicshandout.docx | |
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four_ethical_perspectives_and_lenses.doc | |
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Anchor Charts Activity
Now that you have a general understanding of the Reflective Project and of ethics, you will work in small groups of four students and conduct a close read of the Students Guide that outlines the Reflective Project. After you read and discuss your specific component of the Reflective Project, each group will be assigned the task to create an ANCHOR CHART. Topics are listed below. Your Anchor Chart will be prominently displayed in our classroom, and will serve as an "anchor" as you plan, execute, and reflect on your Reflective Project. Each group will also be responsible to provide a brief 2-3 minute presentation explaining their component of the Reflective Project.
COMPONENTS OF THE REFLECTIVE PROJECT (One component assigned to each group):
- Overview
- Formats
- Research process
- Developing good research questions
- Assessment criteria
- Selecting a good topic
- Ethical guidelines
ANCHOR CHART CRITERIA:
- Title
- Synopsis of component
- Image or chart that supports your component
- Comments
- Essential questions
checklist.pdf | |
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self-evaluation.pdf | |
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EOY Reflective Project - YEAR 1
This formative assessment on your Reflective Project will serve as your End Of Year (EOY) final exam. Please take the time to thoughtfully respond to all the questions in detail, and make sure you elaborate with specific examples. Please use the document below:
reflective_project_outline_eoy2018.doc | |
File Size: | 33 kb |
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eoy_reflective_project.doc | |
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BOY Reflective Project - YEAR 2
Closely view the Prezi below and take notes. Identify the following components of your REFLECTIVE PROJECT.
IBCP RP requirements:
1. Inquiry Question (title page)
2. Statement of interest and importance (intro)
3. Statement of ethical dimension (intro)
4. Summary of at least two perspectives.
5. References - APA citation style
6. Satisfy the IBCP RP criteria (36 points):
A. Focus and Method (0-6)
B. Knowledge and Understanding (0-9)
C. Critical Thinking (0-12)
D. Communication (0-3)
E. Engagement and Reflection (0-6)
IBCP RP requirements:
1. Inquiry Question (title page)
2. Statement of interest and importance (intro)
3. Statement of ethical dimension (intro)
4. Summary of at least two perspectives.
5. References - APA citation style
6. Satisfy the IBCP RP criteria (36 points):
A. Focus and Method (0-6)
B. Knowledge and Understanding (0-9)
C. Critical Thinking (0-12)
D. Communication (0-3)
E. Engagement and Reflection (0-6)
Sample Topic: The Lucas Museum of Narrative Art
To help you better understand the process of developing a Reflective Project, we will model the process in class as a whole group on a topic along with an ethical dimension developed by Lincoln Park's IB Art Department. The topic centers on the pending construction of the Lucas Museum of Narrative Art on Chicago's lakefront property adjacent to Soldier's Field. Below are handouts that will guide us through the entire process of the Reflective Project.
sample_topic_for_reflective_project.docx | |
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reflective_project_activity_guide.docx | |
File Size: | 24 kb |
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