Personal Project Design Cycle:
Investigation Phase
August 2015- May 2016
Personal Project Design Cycle: Investigation  Planning  Taking Action  Reflection
In This Issue
Introduction to the Investigation Phase
 Introduction to the
Investigation Phase
 Starting the Personal
Project
 Upcoming Dates and
ELO Schedule
Visit the Personal
Project Web Page
For some students, this stage of the Personal Project is the most exciting part because they
are able to explore any area of interest. The sky is the limit! For other students, this stage
may feel overwhelming because they are unsure of what to choose or how to narrow the
scope of their topic. Whatever current thoughts may be, we want you to know that students
will be supported through each step in the investigation phase. The investigation phase will
actually be the longest part of the design cycle because it is the framework to creating a truly
inspiring Personal Project. To get started, take a quick glance at the primary components to
this part in the design cycle:
 Defining a goal based on personal interests
 Identifying prior learning and subject specific knowledge
 Demonstrating research skills
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net/Page/452
Find Your
Supervisors’ Email
Starting the Personal Project
The Personal Project needs a goal that is based on an area of personal interest and is framed
by a global context. Some students choose their topic first and then their global context.
Others decide which global context they want to use and then form their goal. It really is
about whatever works for you!
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net/domain/114
Contact Us
Marissa Wilkening
Personal Project
Coordinator
wilkenml@milwaukee.k12
.wi.us
Abby Felten
Personal Project
Coordinator
croftal@milwaukee.k12.wi
.us
Formulating a Goal
This can be challenging because students need to narrow down their area of interest into
something achievable. We must find a balance between what is highly challenging and what
is realistically achievable.
Determining a Global Context
This should play a huge part in the project. Students need to decide between six global
contexts including: identities and relationships, orientation in space and time, personal and
cultural expression, scientific and technical innovation, globalization and sustainability,
fairness and development. Students may have the same topics, but depending on their global
context, their projects may end up being very different.
Finding a Supervisor
This is the ticket to success! The Personal Project is challenging because it involves the
incorporation of so many skills. For this reason, we require each student to have a staff
supervisor. Students are encouraged to request a supervisor who they have developed a good
relationship with and who they will see routinely throughout the year.
Research
A major component to the investigation stage is researching a topic of interest. The research
should influence planning and actions throughout the rest of the project. Be sure to document
all research in the Personal Project process journal for future reference in your final report.
Approaches to Learning (ATL)
The Personal Project is a culmination of ATL skills our students develop over time. As part
of the final report, students address their individual growth of ATL skills. During the
investigation phase, students need to identify/document which ATL skills they want to
improve upon as a result of their project. This should, of course, be discussed with their
school supervisor and documented in the process journal. Documentation is essential.
Upcoming Dates & ELO Schedule
Below you will find the ELO schedule that all Reagan
IB sophomores will follow through the investigation
phase. The descriptions provide details regarding the
specific topics that will be covered in ELO:
ELO Friday Calendar
August 14th -Introduction to the Personal Project
Students will be introduced to the expectations of the Personal Project. Components of the Personal
Project will be discussed including the product, process journal, and final report. Students will begin
thinking of a potential supervisor among the Reagan staff.
August 21st –Using ManageBac
Students will receive guidance for how to access their ManageBac accounts. They will begin to enter
information regarding their project, which will be shared with their supervisor.
August 28th –Exploring Interests & Selecting a Topic
Students will participate in an interest inventory to help them determine a topic for their Personal
Project. Students should begin reaching out to staff to request supervision of their project.
September 4th –Formulating a Goal & Global Context
Students will begin turning their topic into a clear and challenging goal. They will determine their
global context and begin outlining the components to their project.
September 11th – Understanding the Process Journal & Frist Evidence
Students will be given examples for formats to use for the process journal. They will also receive
guidance on what type of information and how frequently to use the process journal.
September 18th – Approaches to Learning
Students will review ATL skills and determine ways to apply them to their Personal Projects. Students
will select several ATL skills that they want to improve upon over the course of their projects.
September 25th – Including Research
Students will understand the role research will play throughout their project and will begin identifying
valuable sources to inform their work.
Important Dates
Evidence checks will occur periodically throughout the Personal Project to ensure that
students are on track. Evidence checks require students to obtain a signature from their
supervisor and ELO teacher. Before signing off on your Evidence Form, the supervisor will
want to see the requirements listed below.
Evidence Check One: September 11th, 2015
-Clear and challenging goal for project
-Global context is identified and explained
-Notification from student in ManageBac