Starting the project

Getting students started

We know that students need to take ownership of their reflective projects but this is easier said than done. To kickstart the project, students need not only to build an understanding of what is being asked of them; perhaps more importantly, they need to do this through reflection on how many skills they have already successfully acquired through their CP course as well as the self-awareness they have gained on their best working practices.

Establishing ownership

Consider all the stakeholders and resources available

The reflective project is intended as a project which draws together skills and knowledge accrued from multiple areas and that means it takes a village, not just one coordinator, to enable students to take ownership of this. Ideally you will have designed your core with all the different elements in mind, so PPS naturally links with the reflective project. However, even without that, and if you are starting your course part way through the CP, then you can be assured that students will be building skills all over the place and it is just about drawing out their awareness of this. As well as the

To get started, this page keeps it quite simple. Let's reflect on what we have learnt about our working practices in the different subject areas and find the links between our exploration of the 5 themes in PPS and the RP criteria.
Remember, students (and adults) are able to risk-take if they feel in a place of safety and that they are building on prior knowledge. The more you can establish a sense of familiarity and continuation of skills here, the more open-minded they will be to committing to the process and seeing the relevance.

    Further notes on preparation
    • Carry out a reflection to identify working practices that work for students individually
      The worksheet linked above which asks students to:
      1. Think of your Career-related studies: which parts have you found easiest or most difficult? You could
      consider: working by yourself, reading long articles, making effective notes, writing in detail...
      2. Think of your DP subjects: which parts have you found easiest or most difficult?
    • You could consider: working by yourself, reading long articles, making effective notes, writing in
      detail...
      3. Look back over your PPS folder: which lessons/ discussions/ reflections/ ideas
      did you find most engaging or thought-provoking? What was it about them that
      you found engaging?
      You might think about specific ethical dilemmas you discussed, a particular way you responded
      to a task, something you learnt about yourself, the way you changed your mind about
      something.
      4. How do you approach larger tasks? Are you happy with the way you approach
      larger tasks? What would you like to improve or feel happier doing?
      You might think about: break down into small pieces, plan outline and rarely look at it, plan
      outline and constantly review it, make notes first, struggle to organise notes, find it hard to
      start/finish a piece of work.
      5. How do you truly work best? (not what you would like to believe)
      Think about time of day, level of noise, different or similar to the way your friends work, other
      commitments, access to resources, handwritten/typed notes, lengthy research sessions/short
      focused sessions.
      6. What form will your RRS take? Eg. Physical journal, scrapbook, online journal, folder of A4
      notes ..

    Understanding the criteria

    Exploring criteria - broken down into keywords
    Criteria at a glance
    CriteriaKeywords
    Criterion A: Focus and Method - 6 marksEthical dilemma and issue
    Research Question
    Methodology
    Criterion B: Knowledge and Understanding in Context - 9 marksContext
    Local or global example
    Alternative perspectives
    Criterion C: Critical Thinking - 12 marksResearch
    Analysis
    Discussion and evaluation
    Criterion D: Communication - 3 marksStructure
    Layout
    Criterion E: Engagement and Reflection - 6 marksProcess
    Engagement
    Research focus
    Assessment criteria at a glance (handout for folders, laminate me, set as desktop background ...)
    Notes on introducing the criteria
    Introducing students to the keywords in criteria, with marks awarded, as a starting point is a good idea with a few caveats. They must appreciate that whilst some areas have higher marks available than others, they are all interdependent. For example, if the ethical dilemma and research question is not appropriate then it will have a huge knock on effect on how successfully they will demonstrate knowledge and understanding in context (Criterion B) as well as Critical Thinking skills (Criterion C). An unchallenged ineffectual research question will also impact Criterion E as the reflection might be deemed as limited in awareness.

    Student Reflection: self-management skills needed and acquired

    Do I know what works for me?

    Use this reflective process for student to identify working practices that work for students individually

    PPS review

    Carry out explicit reflection on the 5 key themes and how ideas, advice, resources and tools might transfer to this new context[1]

    Worksheet of PPS review

    Responsibility words

    As students get to know the demands of the reflective project, they can take ownership of the project by considering the responsibilities suggested by key verbs (the traditional definition of a 'doing word' is very appropriate here). Notes are included below. This can certainly be done as a sorting activity if appropriate to the group. It would make an excellent first session with a supervisor for the student to discuss their responsibilities and their personal reflection of areas of strengths and weaknesses they anticipate.

    Focus              Research                  Communicate                  Reflect              Plan                 Write                        Check

    Notes of potential responses

    Focus:
    Find an issue connected with your CRS that presents an ethical dilemma
    Research:
    Record sources that you find at the beginning of the process
    Keep a RRS – Researcher’s Reflection Space - consistently tto  reflect upon progress and record your meeting notes with your supervisor
    Communicate:
    Discuss your ethical dilemma with your supervisor
    Meet all internal and external assessment deadlines
    Inform your supervisor of any issues you may have an extra help you may have received
    Reflect:
    Complete your RPPF as the project takes place and NOT at the end
    Plan:
    Plan ahead
    Make a schedule, knowing your work habits and commitments, and stick to it
    Try to anticipate delays and adapt
    Develop research question and structure to project
    Write:
    Be clear how your question links to the CRS
    Acknowledge all sources
    Check:
    Meet all the criteria
    Proofread final project
     

    Further resources

    Expanding on Ethnocentrism and Cultural Relativism

    This video expands, with more detail, on the impact and implications of ethnocentrism and cultural relativism which students can consider when reflecting on their own judgments and assumptions. Depending on the group, this is a good opportunity for a drama activity, creation of a photo essay or satirical picture.

    Footnotes

    1. ^ adapted from Reflective Project: Skills for Success by Hodder Education, p2.
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