2014MSDE BMF CAPSTONE

TRAINING

Prepared by Dr. Nicole A. Buzzetto-More

BUZZETTO-MORE, 2013 ALL RIGHTS

RESERVED

PROBLEM BASED LEARNING, IS A FORM OF INSTRUCTION WHERE STUDENTS ENGAGE IN

CRITICAL THINKING, SYNTHESIS, EVALUATION, MULTILAYERED DECISION MAKING, GOAL

SETTING, PROBLEM SOLVING, AND COLLABORATION (PAGE, 2006).

Project Based Learning is an instructional approach built upon authentic learning activities that engage student

interest and motivation.

These activities are designed to answer a question or solve a problem and generally reflect the types of learning and

work people do in the everyday world outside the classroom.

Project Based Learning is synonymous with higher order learning.

BUZZETTO-MORE

OUR GOAL TO IGNITE A LIGHT IN OUR STUDENTS

SO THAT THEY CAN BECOME INDIVIDUALS WHO KNOW HOW TO LEARN AND THINK CRITICALLY

FLEXIBLE LEARNING

Principles of Flexible Learning

• It is learner-centered

• The need for increased flexibility depends on the needs of a school’s pupil population

• The traditional curriculum must not be a strait jacket

• There needs to be some emphasis on promotion of independent learning

• There should be an emphasis on learning as an everyday activity

• Knowledge should be presented in a holistic way

• Pupils should be seen as creative individuals

• Flexible Learning can develop generally applicable skills not just subject-specific ones

• There is a need for cross-curricular collaboration

CAPSTONE EXPERIENCES SERVE AS AN EXEMPLAR FOR FLEXIBLE LEARNING

• Projects satisfy multiple targets/educational objectives.

• Students showcase knowledge, skills, and abilities in a way that allows teachers to assess, the multiple intelligences of learners

• (Wagenaar 1993, Lopez, 2005, Moursund, 1999, Gardner, 1999, Buzzetto-More, 2009).

• Capstones occur at the end of a program of study and are organized around a comprehensive project

• Students make autonomous decisions regarding the direction of learning

CAPSTONE EXPERIENCES ARE LINKED TO A NUMBER OF POSITIVE OUTCOMES

GUIDED INQUIRY

INFORMATION LITERACY

HIGHER ORDER THINKING

INTERDISCIPLINARY THINKING

CRITICAL THINKING

REFLEC

TIVE TH

INK

ING

INDIVIDUALIZED INSTRUCTION

CONSTRUCTIVISM

FLEXIBLE LEARNING

AUTHENTIC ASSESSMENT

PROJECT BASED LEARNING

INQUIRY ORIENTED INSTRUCTION

SELF-DIRECTED LEARNING

E-LEARNING

CO

MM

ON

CO

RE

DEEP

LEAR

NIN

G

In 2002, the U.S. Partnership for 21st Century Skills (2013) identified the need for schools to incorporate problem solving; information and technical literacy; communications; and critical thinking into high school curricula.

Further, the recent Common Core State Standards Initiative has emphasized the need to enhance the career and college readiness of high school graduates (National Governors Association, 2010).

In order to be in compliance with 21st Century Skills and Common Core requirements, Burke (2011) opined that capstone experiences should be embedded in all career and technical education (CTE) programs.

CAPSTONE EXPERIENCES HELP LEARNERS:

• Connect curriculum & learning objectives,

• Reflect on learning,

• Apply knowledge,

• Engage in interdisciplinary understanding,

• Build life-long learning skills, and

• Develop professional skills.

• (Gardner et. al., 1998, pp.301-302).

MARYLAND BMF CAPSTONE

• CAPSTONE EXPERIENCE ADDED TO MARYLAND BUSINESS (BMF) HIGH SCHOOL COMPLETER PROGRAMS.

• BUILT AROUND IDENTIFIED BEST PRACTICES

CAPSTONE GUIDE

AVAILABLE AT: WWW.BUSINESSEDUCATIONMSDE.COM

BEST PRACTICES IN CAPSTONE INSTRUCTION

INVOLVEMENT OF STUDENTS IN THE INTEGRATION, AND APPLICATION OF COURSE CONCEPTS INTO A COMPREHENSIVE PROJECT THAT

BRIDGES THEORY WITH PRACTICE

Projects should reflect the individual interests, learning styles, abilities, and goals of students.

Must require students to work at the highest possible cognitive level

(Kannapel, 2012).

• Students start the capstone process by identifying a core question worthy of exploration.

• Once the core question is identified, they develop the methodology through which the exploration will occur.

• For quality assurance purposes, as well as to help students and teachers structure projects, students must submit and defend a project proposal.

• Proposals must address the core question being explored, application of learning objectives, project goals, and methodology planned.

SOME PROJECT EXAMPLES INCLUDE: • virtual business enterprises;

• simulations with reflective journaling;

• e-portfolios; primary or secondary research studies;

• entrepreneurial efforts;

• case studies;

• event planning and project management activities;

• individual effort from large-scale CTSO competitions;

• internships with research and reflective journaling;

• informative Websites, wikis, or blogs accompanied by reports;

• detailed business or marketing plans;

• financial analyses of real or fictitious companies;

• creative endeavors accompanied by a paper such as software or video game prototypes, e-commerce efforts, comic books; and/or etcetera.

• Learners defend positions, evaluate consequences, select resources, assess task benefits, analyze information, hypothesize, and reflect.

• Students develop self-determination and organizational skills through scheduling and benchmarking.

APPLICATION OF HIGHER ORDER THINKING, PLANNING, TIME MANAGEMENT, REFLECTION, & PROBLEM SOLVING

COMMUNITY BASED APPROACH WHERE STUDENTS ARE SUPPORTED BY

• Discipline teachers,

• Library staffers and media specialists,

• Professional business practitioners

• Higher ed faculty with content expertise and/or experience in capstone instruction

• Teachers outside the discipline (preferably representing core content areas)

• County business advisory groups.

PRESENTATION AND SHOWCASING OF CAPSTONE PROJECTS

Student present their project to their classmates as well as in front of a review panel.

• Technical, content, and delivery requirements for presentations are outlined in the capstone guide

• Best practice is the establishment of a formal showcase to celebrate student achievement

ASSESSMENT

• K-12 teachers are required to submit frequent assessment scores.

• Yet, capstone courses are anchored around a single activity.

• So how can formative assessment occur?

• The answer is the use of benchmarks.

BENCHMARKS SERVE AS ONGOING COURSE ASSESSMENTS, GIVING TEACHERS AN OPPORTUNITY TO REVIEW STUDENT PROGRESS WHILE PROVIDING MEANINGFUL FORMATIVE FEEDBACK.

• Rubrics are effective at assessment of behavioral expectations along a performance scale

• A holistic rubric was developed based on six criteria.

• Criteria are assessed along a 5-point semantic scale.

• Detailed performance descriptions were written for each criterion along the evaluation spectrum.

• Applying language established in Bloom’s Taxonomy of Educational Objectives

• The rubric is available on the MSDE BMF Program Affiliate website at www.BusinessEducationMSDE.com.

TEACHER ACTS AS GUIDES THAT SUPPORT STUDENTS ON THEIR LEARNING JOURNEY.

Teachers express concern that increased student autonomy results in difficulties managing learning; however, increased student control over learning is shown to result in greater motivation and self-determination.

(McCombs, 2007).

• Capstone courses are not lecture based at the same time, teachers may want to incorporate limited lectures, important readings, group discussions, and supportive assignment work in order to support student learning.

• Students are required to be an active participant in the learning

• Teachers must provide the student with ongoing feedback as well as employ the art of questioning to help guide students.

• Can students enrolled in different completer programs be enrolled in a singular capstone course?- YES

• It is the student projects that are specific to their discipline.

• What is not acceptable? -Taking a course without prerequisites and trying to rename it or reclassify it as a capstone experience.

TEACHER/ STUDENT COLLABORATION

• Through meaningful discourse, students and teachers form partnerships.

• The teacher observes and offers encouragement,

guidance, and troubleshooting as needed.

• Through their participation in the BMF Capstone Course, students are required to develop time management, and organizational skills by preparing a project proposal that includes an activity timeline with benchmarks, and addresses all tasks to be completed and resources to be used.

• Students are responsible for staying on task and adhering to the schedule as planned.

• Teachers should use benchmarking to help students remain on schedule. During each benchmark a student submits or demonstrates progress.

• Additionally, among the criteria in which students are assessed is their ability to adhere to the schedule that they designed.

• It is expected that the project (which does not include class discussions, presentation preparation, etcetera) will reflect a minimum of 40 hours of concentrated effort on the student’s behalf.

INSTRUCTIONAL PLANNING

• There is little need for daily lesson plans.

• When a district requires ongoing lesson plans, it is recommended that weekly or bi-weekly plans are developed to reflect learning activities, project progress, and benchmarking that may occur during a specific timeframe.

IDENTIFICATION OF RESOURCES

• Technological (include access to labs and amount of access available, software, LMS, simulations, memberships, websites, etcetera that may be of value)

• Human (include all that you believe will support and contribute to your project)

• Programs that may support your project

• Other Possible Resources

• Constraints

CAPSTONE PLANNING QUESTIONS

When will the capstone course be offered? What will be the Duration? How many individuals will be teaching the course? Generally, how will the course be scheduled?

Frequency of Meetings Length of MeetingsLocation of Meetings

What students will likely enroll in the course? Will the course cross-completer programs? Estimated enrollment size? What, if any, unique challenges do my learners pose? What type of projects do I envision supporting?

What types of resources will I be using?

Existing

Needed

What obstacles or challenges may exist?

Will you be incorporating your counties advisory group?

Please, identify all individuals who will be involved?

Who will be your assessors?

Will you be able to incorporate a showcase?

If yes, when, where, and how will the showcase occur?

Will you incorporate achievement recognition or awards?

Do you envision the incorporation of a competitive element? If so, will the projects be judged by category or holistically? Will you seek sponsorship for prizes and/or scholarship awards?

Will exemplary projects be stored? If so, where?

Will a website be created to support the program?

Do you envision the incorporation of local media?

Budget Estimates

Minimal _________

Optimal __________

Use the following table to prepare a budget to support your course

BENCHMARKING• During each benchmark a student submits or demonstrates progress. Additionally,

among the criteria in which students are assessed is their ability to adhere to the schedule that they designed.

• The page in the student guide titled Steps in the Capstone Project, will give you an idea of the most basic benchmarks; however, a much more specific elaboration is needed as part of your course planning. Identify all benchmarks, include when they will occur within the timeframe of the course.

• When the deliverable is known, please identify the expected deliverable. Keep for a number of benchmarks the deliverable will reflect the uniqueness of a student’s particular project.

• You do not have to fill up the entire table.

MORE INFORMATION CAN BE FOUND IN

THE 2013 SITE CONFERENCE PAPER OR AT

HTTP://WWW.BUSINESSEDUCATIONMSDE.COM

BIBLIOGRAPHIC REFERENCES INCLUDED IN THE FULL TEXT

SITE PAPER

Acknowledgement must be given to the Maryland State Department of Education Division of Career and

College Readiness