Des élèves à la Une
My IP Project on Investments
I wanted to learn how to make profitable investments and to help others understand the basics of investing their money. I have always been interested in how people make money. When I heard that the Royal Bank of Canada initiated a project whereby students could apply for an imaginary portfolio of $100,000 to invest and monitor, this seemed like a perfect opportunity to explore one of my interests. (more…)
My IP History
The IP school year is coming to an end. You have spent an entire school year developing a personal, stimulating, and imaginative project and enriching it through the integration of previous knowledge and experiences developed since the beginning of your school career. The Integrative Project Program offers you a wonderful opportunity to develop your autonomy by allowing you to choose your own project topic and then plan and monitor its development throughout the year.
End-of-year Outcomes
- How has your understanding of your project, and the learning you envisaged at the outset, evolved over the course of the school year?
- What has been the greatest challenge for you to overcome during the development of your IP project?
- If you were to start over again, what modifications would you make to your project?
- Of which parts of your project are you most proud?
- How will the development of this project help you complete other projects in the future?
This reflection, late in the school year, will allow you to analyze your overall actions and learning processes in IP. Take the time to think about these questions and compose your IP history.
Who is responsible for motivating students?
In recent comments posted by Yannick and Justin, it is evident that a passion for the subject of a student’s integrative project is what sustains their engagement throughout the school year. This leads to the question: who is responsible for motivating students?
The Integrative Project Program gives a central role to student autonomy from the choice of a topic to the overall realization of the project. These are two of the program elements that positively impact student motivation. Justin makes this very clear when he mentions the importance of choosing the right project topic at the beginning of the school year.
But do Secondary V students have sufficient strategies to address challenges related to procrastination and demotivation? Do teachers have a role to play in this? Is it the responsibility of teachers to motivate their students, or to help students develop and maintain motivation?
Maybe the most interesting response is that it is a shared responsibility. If so, what is the role of teachers and what is the role of students?
Some interesting ideas to think about!!
IP and you
Taken from a post published previously in Spotlight on Youth
This may sound like a strange question: with your other school work and maybe a part-time job, how much time do you have to spend on your integrative project? There is no right or wrong answer to this question; it all depends on the type of project you have chosen.
It is important to schedule time for this project. To do this you have to assess the type and quantity of work required to complete it. I imagine that recently all of you have chosen your projects. Have you also calculated the amount of disposable time you have to give to the project in relation to the scope of the project you selected? How much time per week do you plan to spend on your project?
In my case, I have decided to write a novel.
Until next time!
How does integration become visible?
The development of an IP project provides an opportunity for students to transfer and adapt their learning to a new context. Throughout the processes of realization and integration, students are asked to demonstrate, communicate, and justify their actions. But how do students make the integration of learning visible to others? How do students render their mental processes apparent to the IP teacher? Which types of actions will permit IP teachers to see, understand, and assess a student’s integration of learning?
A Final Comment About IP
In my opinion, the most interesting aspect of the IP program was watching how the projects of other students developed and evolved. It was incredible to see the number of diverse projects and to watch how each student planned the overall process. I have to admit that many projects made me dream a little bit. During the realization of an integrative project, obviously it is impossible to integrate all of one’s prior learning, interests, and competencies. So it was interesting to observe how other students managed the integration portion of their projects. It became evident that the possibilities are limitless.
Gabrielle, CDSL
Resources
During the stage, Executing a project, IP students are searching for and selecting all sorts of different resources that will help them develop their projects. There are many resources that can be found on the Internet. Some of these resources might help students save time while others might facilitate their tasks. These useful resources deserve to be shared with IP students from across the province.
Have you found resources that merit a widespread distribution? Describe them in a couple of short sentences following this post.
Your on-line resources will not only benefit this year’s IP students, but future IP students across the whole province.