TFS - Canada's International School

Individual attention, whole-class experience Nathalie Millette, TFS' Director of Teaching and Learning in the Senior School, explains how individualized the project LV´7KHSHUVRQDOSURMHFWLVWKHÀUVWWLPHWKDWVWXGHQWV select both their concept and context," she says. Until this time in their studies, it is normally the teacher who guides and directs the learning, following their particular subject within the curriculum. Because of this freedom of choice, the mentor relationship with the project supervisor is especially important. "The career course teacher oversees the students, in terms of ensuring they are getting the different pieces of the project done as a class, but with a lot of one-on-one attention as well," Mme Millette explains. In addition, the students are evaluated for what the IB refers to as Approaches to Learning (ATL) skills – these include self-management, research, communication, critical and creative thinking, and collaboration. Mme Millette notes that the project gives students the opportunity to apply these skills, which is an important step towards their independence as learners. Now-Level IV student, Annie K., shared her experience via KHUÀQDOUHSRUW7KHUHSRUWLWVHOILVSDJHVORQJH[SODLQLQJ KHULQYHVWLJDWLRQSODQQLQJDFWLRQDQGUHÁHFWLRQVWDJHV along with a research bibliography and appendices. Annie chose the global context of globalization and sustainability. As a former Globe society member, Annie has been interested in environmental issues for many years. After conducting research, surveying her peers and interviewing both teachers and students, she realized that TFS was the perfect place to roll out her project about recycling correctly. Her product was a poster campaign explaining which common items at school needed to be placed in their respective bins. Other products from the personal projects last year included an all-natural makeup line, a badminton tutorial, art pieces, videos and books. The products themselves must be either a measurable outcome or a meaningful product. At the end of the project, there should be a tangible link WRVRPHWKLQJWKDWFDQEHQHÀWWKHWDUJHWDXGLHQFHVXFKDV building awareness, changing behaviours, and even changing societies, but always backed up with research. "For example, \RXFDQ·WMXVWFUHDWHDÀWQHVVSURJUDPDQGVWDWHWKDWLW improves health," Ms. He explains. "You have to show that your target audience engaged with it, leading to positive outcomes, and back this up with evidence. Claiming is one thing, but supporting a conclusion is another; whether the project topic is in humanities, business or science, we always need to see clear evidence and support." :KLFKVNLOOVGLG$QQLHOHDUQ"$PRQJWKRVHVKHUHÁHFWHGRQ were overcoming her nervousness of not achieving her goal; rising to the challenge of designing educational posters that were eye-catching, correct and ZRXOGLQÁXHQFHDFKDQJHLQEHKDYLRXUUHVHDUFK skills, which helped her delve into the waste WKDWLQVWLWXWLRQVSURGXFHDQGUHÁHFWLQJRQ how her project could have been even more impactful. "This project has really made me grow as a learner," she writes. "I feel like I have EHFRPHPRUHUHÁHFWLYH«DQG,KDYHOHDUQHG how to determine if I am successful or not." She also notes that the different research and writing aspects of the project will help her in the Diploma Program. Another student, Daniel F., who baked FRRNLHVPDGHZLWKFULFNHWÁRXUDQGVXUYH\HG his friends and families on their views of HQWRPRSKDJ\UHÁHFWHGWKDW´QHYHUEHIRUHLQ my life have I felt that I have made such a change for others and myself out of my own initiative." His research and project experience have changed the way he looks at food, and this LQÁXHQFHVWKRVHDURXQGKLPDVZHOO7KLVLVWKH lasting power of a student-directed project. Ready to jump into the Diploma Program While it is the culminating activity of the MYP, the personal project is also a stepping stone to DVWXGHQW·VÀQDOWZR\HDUVDW7)6SXUVXLQJWKH IB's Diploma Program (DP). Studies in Level IV and V are notoriously demanding, and the skills gained during the continuum of the Primary Years Program (PYP) and MYP are crucial to a student's progress. Tanay Naik, Vice-Principal for Levels IV and V, sees how vital the MYP is in preparing students for the Diploma years. "What students need to succeed in the DP is a deep understanding of how to be critical thinkers, how to make connections across the curriculum, and develop their big-picture transferable skills, like time management, self-regulation and study habits," he explains. "The MYP helps them develop as independent learners, and the project is especially important in preparation for the extended essay and WKHUHÁHFWLYHHOHPHQWVRIWKH&$6FUHDWLYLW\ activity and service) program." The personal project is one core aspect of the IB's program, and, working in tandem with the French national and Ontario curricula, TFS students pursue an education that is truly unique within Canada, if not the world. As students take on culminating projects like the PYP exhibition, the MYP personal project and the DP extended essay, they are preparing themselves for a university experience where they know themselves, and also know the impact they can and want to make on their world. 24 TFS ENTRE NOUS 2018

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