The NC Graduation Project Implementation Training

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The NC Graduation Project Implementation Training

• 2008 Summer Teacher Conference
• Day 2
• Presenter Tisha Greene

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Day 2 Overview

• Academic Advising
• Product Implementation
• Viewing Student Presentations
• Training Review Boards
• Training Community-based Mentors

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Part I Academic Advising
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Academic Advising What is it?

• Advising provides the student with guidance
  through the NC Graduation Project process.
• The academic advisor may be any teacher from any
  content area who serves as the main contact at
  the school to help a student develop and complete
  his/her graduation project.

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The Role of the Academic Advisor

• The role of the academic advisor may include but
  is not limited to assisting students with the
  following
• Selection and narrowing of a topic
• Process of research
• Documentation of research
• Revision and editing of the topic
• Approval of the topic
• Approval of the product
• Completion of all applicable progress checks,
  documentation logs of service hours, notification
  of parents, and selection of mentors
• Monitoring of the student log of activities

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Supporting the NC Graduation Project through
Academic Advising

• Small schools, schools with academies, magnet
  schools or schools with unique themes can build
  the Graduation Project around the schools theme
• A. Academy of Engineering
• B. Global Studies
• II. Schools with strong academic foci can
  structure the academic advising component around
  an advising period that follows students from
  grades 9 12.

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Supporting the NC Graduation Project through
Academic Advising

• Grade 9 Portfolio documentation
• Journal
• Résumé
• Business letter
• Grade 10 Product/Experience
• Selection of a mentor
• Creating a product/documenting hours
• Choosing a research topic

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Supporting the NC Graduation Project through
Academic Advising

• Grade 11 Research and Presentation Skills
• Outlining your research
• Using multimedia in presentation
• Avoiding plagiarism
• The difference between a speech and a
  presentation
• Grade 12 Interview and Job Ready Skills
• Nailing the interview (what to wear, answering
  questions, job preparedness)
• Revisiting the résumé and adding the cover letter

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Questions
?
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Part II - The Product
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Product Implementation

• Purpose
• The product component requires the student to
  create a product related to the research. The
  product must be selected, designed and developed
  by the student. The process of production will
  reflect applications of critical thinking skills,
  problem-solving skills, teamwork, personal
  employability skills (such as responsibility,
  persistence and independence).

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Product Development

• In this component, students use the information
  gathered in their research and in field work to
  create a product that fulfills a need or desire.
  The conception, development and refinement of the
  product created must respond to the identified
  need or desire. The quality of the product should
  reflect a minimum of fifteen (15) hours of work
  or service.

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Product Development continued

• This phase of the NC Graduation Project offers
  students an opportunity to connect their
  educational aspirations with real world career,
  personal growth, internship, apprenticeship or
  community service opportunities.
• Students should be creative and innovative in
  devising their products. The product may be
  tangible and intangible, short-term or long-term,
  personal or public.
• The key to an effective product is to allow for
  individual differences and creativity.

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Product Guidelines

• 1. The product must be student-generated.
  Students must develop and design the product. For
  example, students cannot purchase and assemble a
  model kit as a product. However, if a student
  designs a model, builds it from raw materials and
  uses it to show application/synthesis of
  knowledge acquired from research, that would be
  acceptable.

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Product Guidelines continued

• The product proposal must be approved by the
  academic advisor and project coordinator.
• The product is tangible evidence of the effort
  and time invested in the endeavor to meet the
  criteria established for the product. The student
  should be able to show that the product is an
  extension, application and synthesis of the
  research and has practical applications in the
  real world.

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Product Guidelines continued

• 4. The product is tangible evidence that reflects
  applications of learning, critical thinking
  skills, problem-solving skills, teamwork and
  personal employability skills (such as
  responsibility, persistence and independence).
• 5. The conception, development and refinement of
  the product created must match the identified
  need or desire. This phase of the graduation
  project offers students an opportunity to connect
  educational aspirations with real-world career or
  community-service opportunities.

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Product Guidelines continued

• The quality of the product created should reflect
  a minimum of (15) hours of work or experience in
  a setting related to the research topic.
• The product must be adequately documented with
  photographs, logs, letters, reflective journal
  entries and other forms of documentation.

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Product Guidelines continued

• Students should avoid choosing products that
  might require excessive expenses, as the state
  does not provide funding for student graduation
  projects.
• Successful completion of a graduation project is
  not dependent upon the amount of money invested
  in the graduation project.

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Product Example

• Thesis The benefits of a walking program that
  maintains a target heart rate for twenty minutes
  are increased energy, a reduction in coronary
  diseases and the maintenance of a healthy weight.
• Product The student designs, implements and
  documents a walking program for a targeted group
  (patients at a nursing home aged 65 70).
• Experience The student works with residents to
  implement the program at the nursing home.

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Exercise Time!
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Exercise Directions

• Using the following essay topics from yesterday,
  think of a possible product/experience for each
• Banning Secondhand Smoke
• Organic Foods
• Video Games and Teenage Aggression
• Illegal Downloading of Music
• (Work in groups)

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Questions
?
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Part III - The Presentation
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The Oral Presentation

• Purpose
• The purpose of the oral presentation is to allow
  the student the opportunity to highlight the work
  and learning in the area of special interest. The
  presentation is the culmination of the graduation
  project.
• The process of preparing for and presenting the
  project publicly further helps students develop
  and exhibit communication skills and abilities
  required in the 21st Century and the NC Standard
  Course of Study.

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Presentation Preparation

• Preparation for the presentation should include
  the following
• Students should write a letter of introduction
  and explanation of their project to include in
  the portfolio. The panel members should read this
  letter before listening to the presentation.
• Panel members should be given the opportunity to
  preview the students portfolio prior to the oral
  presentation.

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Presentation Preparation continued

• Panelists should be prepared to ask questions at
  the end of the presentation.
• Students should send thank you notes to all panel
  members following the students oral
  presentation.
• Panelists should use the state-endorsed
  presentation rubric as the final evaluation tool.
  Panel members should receive training on using
  the rubric prior to evaluation of student
  presentations.

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Oral Presentation Student Guidelines

• Students should dress appropriately.
• Students should wait for a signal from the review
  board committee prior to beginning their
  presentation.
• Students should begin by introducing themselves
  to the review board.
• Students should not chew gum.
• Students should be aware of body language and
  avoid gestures that might adversely affect their
  presentation.

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Oral Presentation Student Guidelines

• Students should maintain eye contact with the
  review board.
• Students should not read their presentation.
• Students should write a letter of introduction
  for inclusion in their portfolio. Panel members
  should read this letter prior to listening to the
  presentation.
• Students should practice their presentation
  several times until they feel comfortable with
  its format and content. Students should also time
  their presentation to ensure comfort with the
  10-minute time limit.

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Oral Presentation Student Guidelines

• 10. Students should attempt to anticipate what
  questions the review board might ask and plan the
  answers they would give. If students are asked
  questions they feel are inappropriate, or they
  feel is not related to their research, they
  should reply that it is not related to their
  research.

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Exercise Time!
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Applying the Presentation Rubric

• Lets look at some student presentations and
  apply the rubric.

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Questions
?
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Part IV Training Review Boards
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Review Board Simulation

• Create a review board sub committee.
• This sub committee should help the Graduation
  Project Coordinator prepare for Graduation
  Project Review Boards.

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Review Board Simulation

• Provide a minimum 30 45 minute training on
  using the rubrics.
• Provide a schedule (include student names and
  time slots to keep the committee on schedule)
  schedule breaks if possible.
• Discuss the mentor component (have mentor forms
  available for volunteers).
• Provide refreshments if possible.
• Remind your administration to greet the review
  board members.
• Make sure each committee member has (folder,
  rubrics, writing utensil, paper).

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NC Graduation Project ReviewPanel Guidelines

• A graduation project review panel member is a
  community, faculty or central office staff member
  who accepts the following responsibilities
• Allocate time and arrange to attend the oral
  presentation.
• Ask clarifying questions at the end of the
  presentation.
• Be consistent and fair in evaluating projects.

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NC Graduation Project ReviewPanel Guidelines

• Be mindful of non-verbal communication during the
  presentation.
• Evaluate the success or failure of the project in
  accordance with the state-endorsed rubrics
  provided.
• Preview/examine the students portfolio to become
  familiar with their project.
• Attend training provided by the school site on
  using the state-endorsed rubrics

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Additional Guidelines for Review Panel Members

• Be mindful of your body language to students.
• Smile and nod to reassure students.
• Do not eat while students are presenting.
• Do not challenge a students presentation or
  students personal views.
• Do not interrupt a students presentation.
• Do not ask questions in the middle of a students
  presentation.

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NC Graduation Project ReviewPanel Guidelines

• Always ask questions following a students
  presentation.
• Give the students presentation your full
  attention, remember they have worked hard.
• Do not focus on the grade or the graduation
  requirement, evaluate them only using the
  components of the rubric.
• When in doubt, ask your review panel captain or
  your Graduation Project Coordinator.

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Questions
?
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Part VI The Mentor Component
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NC Graduation Project Mentor Description

• A graduation project mentor is a community and/or
  faculty member who has experience with the
  project topic and accepts the following
  responsibilities
• Mentors can have a significant role in guiding
  students through successful completion of the
  Graduation Project. Tutor and coach are synonyms
  for mentor. Ideally, mentor and mentee will work
  together in a positive and collaborative effort.
• Allocates time and makes arrangements to work
  with the student on the project.
• Provides suggestions and advice to the student on
  applicable aspects of the research paper,
  product, portfolio and oral presentation.

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NC Graduation Project Mentor Description

• Provides accurate and honest verification of the
  students work.
• Serves as a support and resource to the student
  in all stages of the graduation project process.
• Signs and returns all required forms.

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Mentor Guidelines

• Mentors should be available to meet with students
  at regular intervals to assist with planning and
  implementation of project components.
• Mentors should sign student logs as documentation
  of contact hours.
• Mentors should contact students academic
  advisors or Graduation Project Coordinators if
  questions arise about the students progress.

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Mentor Guidelines continued

• Using appropriate rubrics, mentors may provide
  feedback to students on the research-based paper,
  product and portfolio.
• Mentors should advise students, as necessary,
  during the preparation of the product and monitor
  the product according to the rubric.
• Mentors should attend in-service sessions
  established by the school.

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Training of Mentors

• Training of mentors should include the following
  topics
• Overview of the NC Graduation Project
• Project Approval Selection and narrowing of
  topics
• Mentor selection
• Research Phase of the Project (documentation)
• Paper Phase (reader training)
• Product Phase
• Oral Presentation
• Evaluation of the NC Graduation Project