rise to the challenge: creating a high-stakes graduation project program to demonstrate excellence...
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Rise to the Challenge: Creating a High-Stakes Graduation Project Program to Demonstrate Excellence in Information Literacy and Independent Learning will engage participants in creating a graduation project in any school setting. Presented at AASL National Conference, October 2011TRANSCRIPT
Rise to the Challenge:
Creating a High-Stakes Graduation Project Program to Demonstrate Excellence in Information Literacy and
Independent Learning
Michelle Fossum & Linda Savido.City Charter High School, Pittsburgh PA
www.cityhigh.org
SENIOR GRAD PROJECT @ City High
• Requirement for Graduation from City High• 4 Major Components
– Oral component (Presentation)– Written component (Literature Review)– Technological component (Website)– Active component (Project/activity)
• Students self-select topic based on interest, hobby, career path
City Charter High School
City High Core Beliefs
• Individual responsibility for learning.• Continuous challenge.• Connections to the real world. • Personal Academic Connections. • Safe and caring environment. • Collaboration.
RESEARCH @ CITY HIGH
The Research class will be “an integrated and interdisciplinary activity where students take the skills and knowledge learned in the other content
areas and apply them to a research project.”
City Charter High School Charter Application, November 2001
Research @ City High
• 4 Research Teachers• Grades 9/10:
– Research classes taught by certified Research teachers
– Research skill development– Ground research in topics from curriculum areas
• Grades 11/12: – Design, research and execute a Graduation
Project– Research teacher = “Project Manager”
Research Standards @ City High
– PA Standards of Reading/Writing/Speaking– AASL: Information Literacy Standards– National Education Technology Standards
Research 9/10
Research 9• 2 hr. block• Team-taught by two
Research teachers• General research process
skills introduced and practiced
• Focus on connection with Cultural Literacy classes (English/Social Studies)
Research 10• 2 hr. block• Team-taught by two
Research teachers• Research skills practiced
and perfected• Content based on
Epidemiology/The Hot Zone• Focus on connection with
Science and Math classes
Research Process
• Defining– Questioning strategies
• Locating– Types of sources
(primary/secondary)– Online searching strategies– Accessing/using databases
• Selecting – Website evaluation
• Organizing– Note-taking– Citations– Paraphrasing/using direct quotes– Outlining
• Creating– Visual presentations– Websites– Action plan development– Written research papers– Presentation technique
• Evaluating– Editing work– Self and peer evaluations
GRAD PROJECT
11TH- 12TH GRADE
11th Grade
• Area of interest• Prior knowledge • Self-selected vs.
Teacher-directed• Create Letter of Intent
Topic Selection
• Notes• Interview• Annotated Bibliography• Outline
Background Research • Proposal
• Timeline
Action Plan Development
12th Grade
• Rough Draft• Peer-edit• Self-edit• Teacher edit• Works Cited
Literature Review
• FAQs• Sources• Multimedia
Website • Documentation• Timeline followed
Project Execution
• Powerpoint• Dramatic introduction• Use of multimedia• Multiple practices
Oral Presentation
Topic Selection
• 2 week period• Brainstorming sessions• Online browsing• Topic development activities• Current Events• LETTER OF INTENT
– Approved, Not Approved, Not There Yet
Essential/Foundation Questions
GOAL: Literature Review
9th Grade• Pittsburgh
Places• Decades
10th Grade• Disease
Project• Debate
Graduation Project (Grades 11-12)• Foundation Questions• Notes• Annotated Bibliography• Literature Review
• Questioning strategies• Note-taking• Creating Questions• Documenting Sources• Outlining• Research writing• Editing
Background Research
Sources– 13+ sources total
• 1+ book• 1+ interview• 1+ primary source (chart, data, video, etc.)• 10+ websites
– 3 sources per foundation/research question
Notes– 8+ research questions developed by student– 10+ detailed notes per question
Literature Review Requirements
– At least one paragraph per research question– In-text citation throughout– Strong introduction– Emphasis on “objective” research writing and
elimination of 1st person subjective writing
GOAL: Website
9th Grade• Decades• Independent
Project
10th Grade• Disease
websites• Powerpoint
on Hot Zone background
Graduation Project (Grades 11-12)• Blogging progress• Development of
Electronic Portfolio• Grad Project Website
• Technology curriculum gives background in multimedia, Photoshop, Dreamweaver
• Use of technology infused throughout all areas of curriculum
• Students create blogs to document progress
Website Requirements
– Document all sources used in project– Highlight use of multimedia– Present research in form of FAQ’s– Demonstrate proficiency in use of technology
GOAL: Action Component
10th Grade• Emergency
Preparedness Plan• Public Service
Announcement
Graduation Project (Grades 11-12)• Action Plan
Timeline• Action Plan
Proposal• Execution of
Action Plan
• Development of action plans
Action Plan Development
• “Active learning”• Learn a new skill, develop a program,
participate with an organization• Can be developed through internship
experience• All aspects must be documented
Action Plan Examples
Research Topic Product
Web Design Created YouTube tutorials on how to use Dreamweaver to create a website
Importance of physical education in schools
Organized a Field Day to promote physical activity in youth
Public art Design and create a mural in a local coffee shop
Depression in teens Write and perform a monologue at student Art Show about a teen suffering from depression
Action Plan Assessment
• Flexible rubric to allow for different types of projects
• Looks at 3 components:– Planning– Execution– Impact/Effect
GOAL: Oral Presentation
9th Grade• Independent
Project Presentation
10th Grade• Debate
Graduation Project (Grades 11-12)• 11th Grade Action Plan
Proposal Presentation• Final Oral Presentation
for outside panel
• Presentation techniques• Public speaking skills
Oral Presentations - Content
• 20-30 minute presentation with time for questions
• Highlighting multimedia aspects of project• Demonstrates content knowledge and
documentation of product
Oral Presentations - Management
• 3-5 panelists per presentations• Panelists compiled through Internship office• Afternoons during Final Exam days
CITY HIGH GRADUATION PROJECTS
MANAGEMENT & ASSESSMENT
Staffing
• 1 Research Teacher• 1 Technology teacher• 1 support staff (Research teacher, Teaching
Associate, or Special Education teacher)
Independent Learning
• 12th Grade Independent Learning model• Weekly Progress grades• Independent Learning rubric
Assessment
• Oral Presentation (20%)• Literature Review (20%)• Website/Electronic Portfolio (20%)• Action Plan/Tangible Product (10%)• Weekly Progress (20%)• Project Reflections (5%)• 11th Grade Final Grade (5%)
Assessment issues
• Final grade > 70% • Attendance issues• Failing grades will retake class following year
until relevant areas are proficient
Next Steps
• Archive presentations/student work• Awards to recognize excellence• New Senior Year model – can students
complete their project in 1-3 trimesters?• Improve quality of informational writing
IT IS A MIRACLE THAT CURIOSITY SURVIVES FORMAL EDUCATION.
ALBERT EINSTEIN
Rethinking Senior Year
The “primary goal of high schools should be graduating students who are ready (and eager) to learn more, capable of thinking
critically, and comfortable with the ambiguities of the problem-solving process.”
National Commission on the High School Senior Year, 2001
Senior Project Development
• 1994: SERVE, Senior Project Program– Multiple studies (1998-2000) indicated
effectiveness of program• 2001: National Commission on the High
School Senior Year• Gifted Programs, Enrichment Triad Model
(Renzulli)• Senior Project Center
(www.seniorproject.net)
Increasing Use of Senior Projects
• Over 25 states require a culminating project
• Often alternatives to exit exams• PA State Board of Education
Each school district, including charter schools, shall specify requirements for graduation in their strategic plan. Requirements shall include course completion and grades, completion of a Culminating Project, and results of local assessments aligned with the academic standards.
The purpose of the culminating project is to assure that students are able to apply, analyze, synthesize, and evaluate information and communicate significant knowledge and understanding.
Senior Projects - Rationale
• 3 R’s of Education: “Rigor, relevance, relationships”• Demonstrate proficiency in written, verbal, research
skills• Combat “senioritis” through engagement in self-
selected project• Improve student resiliency through long-term
planning and execution of project• Importance of Active Learning - Learning by doing
Best Practices
Based on research and implementation at City High, an effective Graduation Project program should:
• Make the LMS (Teacher-Librarian) and essential part of the project
• Evaluate essential high school goals– Time management– Writing– Research– Public speaking
Best Practices
Based on research and implementation at City High, an effective Graduation Project program should:
• Be mandatory for all students of all levels• Be described on transcript and available for college
admissions/potential employers• Use rubrics to ensure consistency in assessment• Incorporate balance in project components so all students can
find success
Best Practices
Based on research and implementation at City High, an effective Graduation Project program should:
• Be supported by all school stakeholders• Incorporate faculty and staff members from all disciplines,
especially technology support• Integrate mentors/community members• Include documentation of student’s process
DESIGNING YOUR GRADUATION PROJECT
PROGRAM
ISSUES TO CONSIDER
Topics
• Controversial issues• Career/service learning• Not too broad or too narrow• Can be developed into an action plan
Scheduling
• Structure: 1 – 4 years• Class time: Independent or part of a core subject
area• Staffing
– LMS– English/Social Studies teacher
• Stand-alone course – can use Web 2.0 tools for asynchronous learning
• Independent Learning – in class or scheduled library time
Assessment
• Rubrics• Pass/fail• High-stakes/low-stakes• Individual grade or part of another course• Use of outside evaluators
Documentation
• Documentation of action plan• Use of multimedia
Independent Learning
• Keeping track• Use of rubrics
Panelists
• Maintain current contact list• Community members• Retired teachers• Teachers from other grade level teams
Students with Special Needs
• Research at ability level• Able to engage in a topic of interest• Technology aspects
TIME TO DESIGN YOUR OWN!
https://sites.google.com/site/cityhighgraduationproject/
http://bit.ly/cityhighgp
Works Cited Brandenburg, Emily S. "Senior Project - Getting Back to the 3 R's: Rigor, Relevance and Relationships."
Thesis. University of North Carolina Wilmington, 2005. Web. 9 Sept. 2011. <libres.uncg.edu/ir/uncw/f/bradenburge2005-1.pdf>.
City High Graduation Project. City Charter High School, 2011. Web. <https://sites.google.com/site/cityhighgraduationproject/>.
O’Sullivan, Michael K. and Kim B Dallas. “A Collaborative approach to implementing 21st Century skills in a High school senior research class.” Education Libraries 33.1 (2010) : 3-9.
Renzulli, Joseph S., and Sally M. Reis. "Schoolwide Enrichment Model." Neag Center for Gifted Education and Talent Development. University of Connecticut. Web. 2 Oct. 2011. <http://www.gifted.uconn.edu/sem/semexec.html>.
Senior Project Center. Partnership for Dynamic Learning, Inc., 2011. Web. 1 Sept. 2011. <http://www.seniorproject.net/>.
Shaunessy, Elizabeth. "The Senior Project and Gifted Education." Gifted Child Today 27.3 (2004): 38-51. Print.
Compiled by Michelle Fossum and Linda Savido, City Charter High Schoolwww.cityhigh.orgBit.ly/cityhighgp