2. Planning for the future – May 2018
Extended Essay
Planning for the future – May 2018
What has changed?
What is the same?
The EE expedition

3. What are the changes for May 2018 and after?
11 assessment criteria A-K
5 assessment criteria A-E (E is assessment of RPPF).
Criteria total 36
Criteria total 34
Research topic does not have to be a question (though it was suggested to be)
Research question mandatory
Abstract required
Abstract no longer required
Reflections on planning and progress form (RPPF) not mandatory or assessed
RPPF mandatory (3 sessions of at least 20 mins each, including viva voce,) and must be recorded on RPPF form and counter-signed by supervisor
No real focus on reflection in process
Researcher’s reflection space recommended – journal or virtual space for student reflection.
No direct instructions on formatting
Size 12 readable font and double-spaced

4. Assessment Criteria A – Focus and Method (6)
B – Knowledge and Understanding (6)
C – Critical Thinking (12)
D – Presentation (4)
E – Engagement (6)

5. Weighting of Criteria

6. What is the same? The EE is the same
4000 words
Personal in-depth study
Formally presented structured writing
Using only secondary data

7. Visualise the Expedition
THIS IS FINE
THIS IS NOT

8. Planning the Expedition
4-8 months (about 40 hours)
Choose the area and develop the RQ
Plan the route
Read as you write your draft
Write your final submission

9. The student chooses the question!
Research
Research Question
Plan EE (one side of A4)
Accept/reject/refine
Topic choice
Supervisor

10. But you can help. (The student who is totally stuck could focus and extend a learning outcome!)
Suggest where to access sources
Check research question
Review plan
Advise on acceptance/rejection/revision
Check on suitability of topic

11. Suggested Structure (Examples of good EEs on OCC)
Intro and RQ (about words)
Main theory outlined
Development and evaluation of argument
At least 1800 words
Alternative theories
Development and evaluation of alternative argument(s)
Conclusion (about words)

12. What is a Suitable Topic?
The topic may be an extension of an area covered on the Diploma Programme psychology course or a topic of interest outside the content covered. (EE guide for 2018). INTERESTING TOPICS Lucid dreaming ROLE OF MIRROR NEURONS IN EMPATHY INTERACTION OF INHERITANCE AND PARENTING WITH REGARD TO ADOLESCENT ALCOHOLISM EFFECTIVENESS OF MINDFULNESS TRAINING IN MARATHON RUNNING ROLE OF SLEEP IN LEARNING BILINGUALISM AND COGNITIVE DEVELOPMENT IN YOUNG CHILDREN GENDER DIFFERENCES IN RESPONSE TO STRESS

13. Examples of Focused Questions
To what extent does lucid dreaming help creative problem-solving? What is the relative importance of inheritance, when compared with parenting, in adolescent alcoholism? To what extent is sleep related to learning in young children? To what extent are gender differences in response to stress innate? To what extent do mirror neurons play a role in empathy?

14. On The Way, You Will Need Argument Resources Clear Thinking Enthusiasm
Stop and reflect on where you are going with your argument
Has it changed ? (OK) Has it wandered? (Not OK)
If you care you will do better
Try and choose something
that matters to you, or at least interests you.
Peer-reviewed journal articles.
Up to date material
Reflect on your choice of sources. How will you use them?
What point is being made?
What is your argument?
Reflect on your topic choice. Why did you choose it?
Argument
Resources
Clear Thinking
Enthusiasm

15. A. Topic, RQ and sources Criterion A (5-6) Route map
The topic is communicated accurately and effectively.
Identification and explanation of the research topic is effectively communicated; the purpose and focus of the research is clear and appropriate.
The RQ is clearly stated and focused.
The research question is clear and addresses an issue of research that is appropriately connected to the discussion in the essay.
Methodology of the research is complete.
An appropriate range of relevant source(s) have been applied in relation to the topic and research question.
There is evidence of effective and informed selection of sources.
Short presentation to the class.
A diagram of the topic, RQ and potential sources.
“TV interview” – filmed and played back.
Use the librarian for sources – databases (ERIC, JSTOR), local universities, local libraries.
Teach effective online research.

16. “Sandwich” the intro between the the RQ
At the start of the intro
At the end of the intro

17. B. Knowledge & Understanding
Criterion B (5-6)
Route map
Knowledge and understanding is excellent.
The selection of source materials is clearly relevant and appropriate to the research question.
Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are used effectively and with understanding.
Use of terminology and concepts is good.
The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective knowledge and understanding.
Have sources easily available – students can also find them for each other and share them.
Help with organization of resources.
Encourage group discussion – you have only 5hrs support to give. Peer support is vital.
Encourage them to use social media to help each other.
Provide good psychology dictionaries and a variety of texts.

18. Show K & U and use the Correct Terms

19. C. Critical Thinking Criterion C (10-12) Route map
The research is excellent.
The research is appropriate to the research question and its application is consistently relevant.
Analysis is excellent.
The research is analysed effectively and clearly focused on the research question; the inclusion of less relevant research does not significantly detract from the quality of the overall analysis.
Conclusions to individual points of analysis are effectively supported by the evidence.
Discussion/evaluation is excellent.
An effective and focused reasoned argument is developed from the research with a conclusion reflective of the evidence presented.
This reasoned argument is well structured and coherent; any minor inconsistencies do not hinder the strength of the overall argument or the final or summative conclusion.
The research has been critically evaluated.
Relevant research, keep the forward momentum
“So what”? Questions.
Have students explain a piece of research: how is it relevant? What argument does it advance?
What is the “light at the end of the tunnel”? The final conclusion?

20. Think critically

21. D. Presentation Criterion D (3-4) Route map
Presentation is good.
The structure of the essay clearly is appropriate in terms of the expected.
conventions for the topic, the argument and subject in which the essay is registered.
Layout considerations are present and applied correctly.
The structure and layout support the reading, understanding and evaluation of the extended essay.
Have hard copies of good examples.
Use a section/sub-section format to help organization.
Title page, table of contents, page numbers and bibliography should all be present.
Acknowledge and ref quotes and ideas

22. E. Engagement Criterion E (5-6) Reflections en route
Engagement is excellent.
Reflections on decision-making and planning are evaluative and include reference to the student’s capacity to consider actions and ideas in response to setbacks experienced in the research process.
These reflections communicate a high degree of intellectual and personal engagement with the research focus and process of research, demonstrating authenticity, intellectual initiative and/or creative approach in the student voice.
Ensure that you reflect formally three times, but informally much more.
Think about your EE when you are not working on it
What have I found out? What were the challenges on the way?
How have I changed my ideas since I started?

23. Viva Voce (about 20 mins)
Read the whole thing from start to finish and jot down notes of things that you would like explained further.
A few suggested questions:
How has doing this affected you? How have you grown as a learner? What skills and/or understanding have you developed?
What did you learn about the topic?
What did you enjoy most?
What was the most challenging?
Can you explain ________________?
What was the personal significance for you?
Anything else you would like to tell me about your EE?

24. IB Webinars on the New IB Psychology Syllabus
Sun 12 March 8pm New IB Psychology Syllabus – Are you Ready? Sun 9 April 7pm (8pm BST) New IB Psychology Syllabus – Are you Ready? Biological Approach. Sun 7 May 7pm (8pm BST) New IB Psychology Syllabus – Are you Ready? Cognitive Approach. Sun 4 June 7pm (8pm BST) New IB Psychology Syllabus – Are you Ready? Sociocultural Approach.

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