Navigating the MYP E-Portfolio
By, Eylül M., Grade 10
Learning how to manage time is vital for a student’s life to accomplish success goals. In e-portfolio that is the intention, this task teaches students how to complete long term tasks with splitting it to tiny goals to not get overwhelmed.
In the MYP program, students are introduced to many long term’s tasks, but e-portfolio is the most outstanding with being right before the e-assessments because, students are given the option to get to choose which subject they want to do it in, and students are provided with maximum freedom. This acts as a simulation of IB with relatively similar traits in tasks in IB like science group 4 project or extended essay. In MIS every 10th grade student goes through this task to prepare. Although, e-portfolio might seem intimidating, it is relatively attainable and here are some insights from students that completed e-portfolio in PHE, Art and Design.
In PHE e-portfolio students get a 15 pages limit to talk about how they will coach and get coached on and also a video to compare initial and final sport performances. They get a four week period to train their self´s and their clients to reach their goals. It has many life lessons but it also has many challenges to it.
“I have struggled the most in task 3.” said Lily S.
Task 3 was a common struggle for many students because of the requirement of other skills like video editing or verbal analyzing. In this task students compard and contrasted their initial perfomances and perfomances after their 4-week training plan. However, each task contains its own ways of teaching. Task 3 is very significant in the learning process because it enforces the student to engage with various sports vocabulary, utilize visual analysis and video editing skills. So, in the future these students will be able to create similar products and use these skills in other areas.
“Task 1 allowed me to enhance my skills of empathizing a person and understanding their needs,” said Lily S.
Furthermore, task 1 is a document were coaches can learn about their clients and emphasize with them to acknowledge their needs. So, PHE e-portfolio is very helpful for the students wanting to engage with sports or consider sports as a career, and it is directly related to `Sports Science`. The page limit is 15 with font 10.
ART e-portfolio is very insertional for many students. In this, students learn to interpret analyse, evaluate current art works and create a new artwork in the respect of the analysis and artefacts. Task 1 is researching about art works and selecting the artist inspired from. Task 2 is the sketch book task, to showcase 3 ideas and do media experimentation, where the compositional plan is created. Additionally, one idea is selected.
“Task two was the hardest task in my opinion because I struggled with generation three different ideas,” Eva L said.
Task 3 is where the final artwork is displayed in this task and a exception text is required including the title and how it is in the respect of the artist. Finally, Task 4 is a reflection on the outcomes of the project and the learning process. This specific e-portfolio is oriented for students that enjoy creating original tasks by drawing and getting inspired. Each task has its own page limit. In IB, Art tasks are crucially similar to the e-portfolio and 10th graders with art e-portfolio can get a sense of the ART lesson if they are going to take the class in the Diploma program.
Many students in 10th grade take the design lesson. Hence, the design e-portfolio is very popular to take although it is 40 pages, being the longest e-portfolio. Task 1 is research to determine the product and, to observe how the product could be produced in the most efficient way time and material wise. Task 2 is, the task where students, students specify and brainstorm with similar products. Task 3, or Criterion C is the task that the product is produced with the right materials. Finally, Task 4 is evaluation and reflection to the product and the development process of the product as well as aknowlidging the learning outcomes like all the e-portfolios.
“I personally thought that Criterion B (task 2) was the most tedious and the hardest task,” said Isabella D.
Design e-portfolio is directly related to IB Diploma design the people that enjoy their design class can do this e-portfolio.
Additionally, there is a e-portfolio for all interests and all of them have significant life lessons to benefit the students in the future.
