Research and Reflection Space (RRS) and the Reflection Sessions

Reflections and the RPPF:
  • Reflection in the extended essay focuses on the student’s progress during the planning, research and writing process. It is intended to help students with the development of their extended essay as well as allowing them the opportunity to consider the effectiveness of their choices, to re-examine their ideas and to decide whether changes are needed.
  • The emphasis in the extended essay is on process reflection, characterized by reflecting on conceptual understandings, decision-making, engagement with data, the research process, time management, methodology, successes and challenges, and the appropriateness of sources.
  • Students will be encouraged to informally reflect throughout the experience of researching and writing the extended essay, but are required to reflect formally during the reflection sessions with their supervisor and when completing the Reflections on planning and progress form (RPPF).
          -Excerpt from the IBO Extended Essay Guide 2018

The RPPF form below is to be used as a reference and guide only. The actual form a student will fill in is on Managebac in the EE section, the Planning and Progress tab on the right side. Again, the three formal reflections are mandatory and contribute to Criterion E in the final assessment. Click on Criterion E link above for assessment details. 
The Nature of the RRS

​Use of the RRS is strongly recommended as it will allow the student to more clearly articulate and understand their decision-making process. It supports learning, thinking, critical analysis and evaluation, and contributes not only to the development of a successful extended essay but also to skills and competencies for pathways beyond the Diploma Programme.

The RRS is a personal learning environment that can be either a physical or virtual support tool. It is a space in which students are able to record reflections on what they are reading, writing and thinking. The use of the RRS will help students to prepare for their reflection sessions with their supervisors and inform the discussions that take place. In preparing for their reflection sessions students could use their RRS to:
  • record their reflections
  • respond to artifacts, such as photos, newspaper clippings, twitter feeds, blogs, and so on
  • respond to prompts and questions that may arise in the students’ subject areas, TOK classes or other aspects of the Diploma Programme
  • create MindMaps ®;
  • record emerging questions.
The idea of the RRS is not new and many students already keep research journals in the planning, researching and writing phases of their work on the extended essay. Encouraging students to develop a RRS will provide benefits in terms of the management of their workload and focus on their extended essay.
-Excerpt from the IBO Extended Essay Guide 2018
rppf_guiding_questions.pdf
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rppf_scores_with_explanation.docx
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rppf_uais_examples.docx
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Format ideas for the RRS: This list only serves as a suggestion for students in an attempt to keep and organize all items for a successfully completed extended essay. Any variation or combination that aids the student in the quest for building organizational and time-management skills is encouraged. 
  • One Note, Google Docs, Folders, End Note, Zotero, Mendeley, Docear,  Managebac (journal tab for evidence and informal reflections)

Reflection #1

This initial reflection session should be a dialogue between the student and the supervisor based on the student’s initial explorations. This must take place immediatley at the end of the 2nd supervisor conference session that takes place. Supervisors are required to "lock" the response upon reading it so that student may not go back and make any changes. 

Reflection #2

This session is a continuation of the dialogue between supervisor and student in which the student must demonstrate the progress they have made in their research. They must also be able to discuss any challenges they have encountered, offer their own potential solutions and seek advice as necessary.

Reflection #3

The viva voce is a short interview between the student and the supervisor, and is the mandatory conclusion to the extended essay process. 
The viva voce is conducted once the student has uploaded the final version of their extended essay to the IB for assessment. At this point in the process no further changes can be made to the essay. The viva voce is a celebration of the completion of the essay and a reflection on what the student has learned from the process.