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criterion c samples

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Help completing Criterion C     Words: 400 -500 words  Due date: Friday, January 26      Criterion C: taking Action  1) create a product/outcome in response to the goal, global context and criteria   2) demonstrate thinking skills  3) demonstrate communication and social skills.     Level 1‑2  Level 
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  Help completing Criterion C Words: 400 -500 words Due date: Friday, January 26 Criterion C: taking Action 1)create a product/outcome in response to the goal, global context and criteria 2)demonstrate thinking skills 3)demonstrate communication and social skills. Level 1‑2 Level 3‑4 Level 5‑6 Level 7‑8 creates a limited  product/outcome in response to the goal, global context and criteria demonstrates limited thinking skills demonstrates limited communication and social skills.   creates a basic product/outcome in response to the goal, global context and criteria demonstrates adequate thinking skills demonstrates adequate communication and social skills.   creates a substantial  product/outcome in response to the goal, global context and criteria demonstrates substantial thinking skills demonstrates substantial communication and social skills.   creates an excellent  product/outcome in response to the goal, global context and criteria demonstrates excellent thinking skills demonstrates excellent communication and social skills.  Task specific clarifications: Student justifications: Teacher Justifications: Sample 1: 3. Taking Action 3.1. Create a product/outcome in response to the goal, context and criteria The process undertaken to produce this project was a long and extensive one. I began by creating a document to write down questions I had about my topic and found answers to my inquiries through researching the resources available to me, including asking MYP teachers questions in order to narrow down the scope and sharpen the focus of the project. (see Appendix 3) I gathered my information together and instead of just copying and pasting down what I had found, I decided to rewrite what I understood from my findings into my own words. This helped me to process and understand the information and allowed me to convey my opinions and thoughts more concisely and directly. I believe this prepared me a successful interviewing.    3.1.1. Researching One video that I felt offered a bountiful amount of information on the topic of addiction was a video titled ‘The Chemistry of Addiction’ by Hank Green, on his Youtube channel, Sci Show. Another resource that I felt added directly to my project was a web page article by https://www.addictionsandrecovery.org/what-is-addiction.htm. (see Appendix 7) 3.1.2. Compare - Demonstrating thinking skills With the research relevant to my query collated, I compared the differences in answers between each source, then rewrote the information to reflect minimum bias, keeping the information objective, so as to be available to as large a teenage audience as possible. 3.1.3. Rough draft - Demonstrating thinking skills To prepare myself for the interview, I decided that it would be best to come prepared to the meeting with a rough draft of a script. Seeing as previously in the process, I had written down my own personal questions and had answered them with full understanding, I thought I could incorporate some of the answers that I wrote into my script. I believed that going into the interview having prior knowledge on addictions would be a form of showing my respect to the professional addictions counselor who had taken time off from work to come meet with me as well as I would know exact terminology and topics to discuss with him which would be essential in order to extract as much information from the interview as possible. (see Appendix 4) 3.1.4. Revising - Demonstrating thinking skills I revised over the words that had been written for my draft script and edited what I believed could have been better, or improved. In the MYP, we are constantly reminded to recheck our work before submission. The purpose of this exercise is to lessen the amount of possible mistakes that could be made as well as to tighten loose ends. One loose end that I found while revising, was my lack of emphasis towards my goal. I was able to rectify the situation by adjusting the questions I aimed to pose at the professional counselor. 3.1.5. Practicing - Demonstrating communication skills Before commencing with the interview, I practiced reading my script out aloud in front of my peers, to receive some feedback for improvements. Majority of my peers thought that I should slow down my reading pace and soften my facial expressions, to create a more comfortable ambience for the counselor. I appreciated their feedback and understood that the more comfortable the ambience, the smoother the flow of the conversation. I believe that practicing in front of my peers not only grew me in my communication skills but also highlighted areas of communication that my peers could remember and incorporate into their own personal projects. 3.1.6. The interview - Demonstrating social skills  As I went in for the interview, I reminded myself of all the preparation that had been done, of knowledge and understanding, development of thinking and communication skills. Just thinking about the process that had led me to that moment spurred me on to deliver with deep conviction and to capture the interview to the best of my filming abilities. (see Appendix 6) 3.1.7. Global Context: Identities & Relationship, and Criteria According to the IB, Identities and Relationships is, ‘An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human’. I believe that my interview directly correlated to the global context since I explored the social, physical and mental aspects of addictions, as well as the relationship between the change in chemical activity in the brain due to addiction and its effects on behavior. I also believe that my interview met all five of my specifications in my criteria, and it was met to the best of my abilities. Sample 2: Section 3 Criterion C: Taking Action Create a product/outcome in response to the goal, context and criteria Using all the planning and steps I took during the duration of the project, the outcome was a success. Taking all the time to constantly re-plan and alter aspects of my outcome, allowed it to succeed. There are some aspects that I wish I spent a longer time perfecting and in the future I will plan more time for advertising. Advertising had a great impact on my outcome, as it aected how many people participated and how many people become aware of the shelter. Over the course of my project I have been taking a number of photos, at the volunteering and the fun run itself. These captured the development of my volunteers, the stages of them bonding with their animals, and learning to handle the dogs. I also used pictures to capture my fun run. I took a photo of all the participants, volunteers and some of the workers of the animal shelter. (See appendix 4) Demonstrating thinking skills During my personal project I had to develop, improve and use a number of dierent thinking skills. I had to use reason, to explain my thought and ideas to all of the volunteers and the founders and workers at Animal Lovers League. I had to process the information that was coming from Animal Lovers League. I had to be very creative during this project, I had to think of solutions to the problems I faced, and to plan and organise the fun run and volunteering. I had to inquire into many aspects of my project, examples are if I could work with the shelter and details of volunteering and the event. I lacked in all of these and developed all of them through this project. (See appendix 6)  The thinking skill I shared the most was the inquiry skills I developed, I used my experience to better educate my peers with communication with organisations. I explained to my pears that I had to constantly look into the website looking for all of the details of the organisation. I explained that I had to constantly revisit the website to try to answer my questions when they were being unresponsive. Demonstrate communication and social skills Before my personal project started my communication skills were very limited, I was very shy and struggled to email, talk to and convince people. I struggled to talk to many people in my year and the year below and wouldn't try to do anything that involves other people. The reason behind this I was too shy and unconfident to be able to be a leader, communicator or be persuasive. During my project I was able to bring myself out of my comfort zone and develop many communication skills, as my project consisted of a lot of communication. The communication in my project started in the very second week, and continued to the very end of my project. (See appendix 3). The ways my communication skills developed was through email, talking to people in my year and other years, calling, messaging, and verbally communicating with Animal Lovers League. The reason behind having to communicate in so many dierent ways was, it was very dicult to communicate eectively with the shelter. When I were to email the shelter, they would take a very long time to reply, when I called the shelter they wouldn't answer my questions. I was finally able to communicate with the shelter through text messaging with two main volunteers and the founder, going through all these steps allowed me to become confident with communicating and able to use a multiple number of dierent ways of communication. (See appendix 1,5,6) Going through all the steps to get eective and stable communication with Animal Lovers League, I became a little of an expert with persuasion and determination. I had to constantly persuasive Animal Lovers League to communicate. I also realized for an organisation that relies solely on the help of others it was very hard to help the shelter, I passed this onto my peers. I told my peers that if they were to help a shelter or other organisations it might be really dicult to communicate with them, as it was also dicult to communicate with other shelters. (See appendix 1,3,5) Sample 3:   Section 3 Criteria C: Taking Action Create a product/outcome in response to the goal, context and criteria The product created at the end of this project was a short cookbook consisting of 8 dishes with historical background from various locations around the world. The idea was to bind all the dishes in a uniform matter, but for the reader to be able to see clear dierences between the influences and culture in each dish and area it was from. The cookbook is a response for my goal, which was to explore the dierence in countries histories and their eect on cuisine. The compilation of dishes from past/present lead to 8 formulated dishes that are recipes written by myself, in regards to cultural expression of each place. From the process of researching the history of each region
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