Graduate ProjectAdvisor Training
Project Basics
• What do you already know about the Graduate Project?– List everything you think you know about the
project– Share with a partner– Share with another pair
Project Components
• Project
• Portfolio
• Reflective Essay
• Presentation
Project
• Student choice
• Relates to post high school plans
• Extends learning, stretches potential, challenges abilities
• Minimum of 15 hours outside classroom
• Produce a product/performance
Project
• Legal
• Done individually
• Finished
What would you have done?
• Brainstorm ideas for projects you might have considered
• Share with a partner and discuss how each would have represented a stretch or a challenge
What is Acceptable?
• Determined by Graduate Project Committee
• Advisor is the first filter
What is Acceptable?
• Class Projects– Generally not appropriate if already a
requirement in another course– Could be if it goes beyond class requirements
What is Acceptable?
• Job– Projects already being done on the job are not
appropriate– Learning new job-related skills generally
would be appropriate
What is Acceptable?
• Eagle Scout– Not acceptable if project is already complete– Student could do something related – if a
challenge– Student could use the Graduate Project to
fulfill Eagle Scout requirements
What is Acceptable?
• A learning stretch is a demonstration of knowledge and research over and clearly beyond previously learned material.
Are These Acceptable?
• Learn to build a go-kart
• Painting a room
• Building a dog house
• Develop and choreograph a low-impact exercise program and teach a class
Product/Performance
• Consult the handbook (p.26-28) for requirements regarding products/performances related to various types of projects
Proposal
• Formal proposal– One page business letter; block format– See sample in handbook (p.30)– Proposal Feedback Form (p.31)
• Talk with other teachers or the mentor if you are not sure if the project represents a stretch
Mentor
• Has expertise in the field of study
• Over 21 years old
• Outside of student’s family– Some exceptions may apply
• Only family member has the expertise
– Could be from outside of community if necessary
Mentor
• Role– Give advice– Answer specific questions– Verifies hours on project– Is a reference/troubleshooter/guide
• Tips on p.43-44 of handbook; letter to mentor and agreement form on p.69
Portfolio
• 3 Ring binder w/dividers
• All forms
• Documentation and evidence– Activity Log (p.41-42)
• Scoring Guide (p.54-55)
Annotated Bibliography• Purpose: Background research on topic• Minimum of 5 sources (mentor counts)• Contents
– Explain topic of research and why researching it
– Entries: relevance, accuracy, and quality of sources
– What was useful and how you used the info
• MLA Citation
Paper
• Reflective Essay– 2-3 pages– Summarize the project, analyze the process,
report what was learned– p.47-51 of handbook has the outline and
scoring guide
Presentation
• 8-10 minute oral presentation– Include audio/visual aids– May play a recording for no more than 2
minutes– 5 minute Q & A afterwards– P.56-61 shows guidelines, tips, outline, and
scoring guide
Questions
Break
Advisor’s Role
• Write down what you think an advisor should be responsible for
• Share with a partner
• Share with another pair
Advisor’s Role
• Help students through the project process– Process, not content, consultation– Ensure students get tools & info needed– Don’t have to have all the answers, but help
students work collaboratively with resources– Goal: be creative in helping students find the
answers for themselves
Advisor’s Role• Specific responsibilities
– Meet with students in Advisory once/month (provide instruction)
– Review responsibilities of all participants with students
– Communicate deadlines, criteria and evaluation methods
– Suggest resources (handbook, online tutorials, other faculty, youtube, schooltube)
Advisor’s Role• Specific responsibilities
– Maintain a record of completed pieces on PowerSchool (pre-loaded)
– Guide students through all components according to timeline
– Seek support and assistance as needed from administration and other teachers
– Collect and evaluate: proposal, project, portfolio, essay, and presentation
Advisor’s Role• Specific responsibilities
– Allow opportunites for suggested revisions prior to due dates (want to be preventative)
– Be available to meet with students upon request
– Assist during required Advisory revision sessions
– Contact mentor before approving proposal
Appeal Protocol
• Students may appeal an Advisor’s decision/score (see p.49 of Advisor Handbook)
Final Thought
• Do not expect the process to be perfect– Desire and will solicit feedback from teachers,
students, and parents– Revisions will be made– Juniors may submit proposals in the Spring in
order to work during the Summer and make presentations in the Fall
Questions
Top Related