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MNPS Experiential Learning Overview

Experiential learning is the process of making meaning from direct experience. At MNPS, we believe that our high school students are more engaged in the learning process if they are able to reflect on activities they have experienced which have direct correlation to the curriculum being taught in the classroom. We strive to give every MNPS student an experiential learning experience each year they are in high school.

Types of Experiential Learning

Career Fair

The Career Exploration Fair will provide an avenue for high school freshmen in Nashville schools to explore a breadth of career areas. As opposed to a Job Fairwhere students visit companies, the career fair will allow companies to work together to represent career areas for students to explore. The majority of dropouts occur between the freshman and sophomore year. Our goal is to raise awareness and excitement that will allow freshmen to talk with local professionals about their interests and see the relevance of their studies.

The fair will host approximately 5,000 freshmen from All MNPS High Schools during the first semester. Students will complete career exploration research at school in preparation for their visit and learn about “professionalism.” They will also participate in an essay contest and other follow-up activities to show what they learned. While attending the fair, students will speak with at least five booth volunteers, ask questions, and participate in hands-on activities. Students will also use the information gathered to make an informed decision about which pathway they will choose for their elective focus.

Guest Speakers and Field Trips

Once students begin their first pathway course, teachers will offer opportunities for students to gain firsthand knowledge on careers and post-secondary options related to their chosen pathway. These opportunities may be in the form of guest speakers and mentors in the classroom or field trips that take place away from the classroom. These opportunities give students an overview of the related fields in their area of interest and are tied to the curriculum in their pathway course.

Job Shadowing

Job shadowing is an opportunity for students to spend a day in the “real world” in a career area related to their academy or pathway. It gives them an opportunity to observe and ask questions of employees. Assignments completed before, during and after shadowing help students connect their course work to real world experiences. The MNPS Job Shadowing Program is a partnership initiative with Junior Achievement, the PENCIL Foundation and the Nashville Area Chamber of Commerce. Qualifying academies will work with the District Office and Junior Achievement to provide a job shadowing experience for 11th and 12th grade students currently enrolled in the 2nd course in their chosen pathway. Students will then apply to their Academy for the opportunity to participate in this program.

Capstone Experience

All MNPS high school seniors will participate in a capstone experience. A capstone experience is a project that allows students to learn about themselves by moving an idea or dream toward a topic of interest, specialization, community need, or career choice. In the spring semester of the 11th grade year, students will select their experience, with the approval of their advisor and principal, from the following options:

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AP Capstone*

Banking/Finance H*

Clinical Internship*

Community Service

Extended Observation

IB Capstone*

Internship

ISR 4*

Senior Project

Senior Showcase

Service Learning**

Student Leadership III**

Virtual Enterprise*

Work-Based Learning*

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*Students in these courses must be approved by the course instructor and counselor. This course should be the fourth course in a student’s pathway. Students who are enrolled in these courses will not be enrolled in the “Capstone” course since these courses fulfill the capstone requirement. This course list will be updated annually.

**Students enrolled in Service Learning and Student Leadership III must be approved by the course instructor and counselor. Since these courses are not the fourth course in their pathway, these students are required to fulfill the same requirements as students enrolled in the “Capstone” course; however, the work will be focused on the content set forth in the course.

All other students will be enrolled in a course called “Capstone” and will receive one required elective credit for completion of the capstone project. If students have a full schedule their senior year, the “Capstone” course will be added as a virtual course at no charge to the student.

Capstone Course Requirements

All students who are enrolled in the “Capstone” course and those enrolled in “Service Learning” or “Student Leadership III” must complete the capstone course requirements listed below. All other courses that provide a capstone experience have their own requirements. There are four requirements for the Capstone, Service Learning, and Student Leadership III courses:

1)Paper

2)Product

3)Portfolio (including documentation of a minimum of 40 contact hours)

4)Presentation

Paper – This is a research paper that must be completed in conjunction with the senior English class. The paper must be a minimum of 10 pages typed, double-spaced, MLA format and focus on a research topic that is related to the capstone project selected. The English teacher will assist students in completing this assignment and a grade for the paper will be assigned through the English class.

Product – This is something that the student plans, develops, and implements based on what they have learned through their experiences or research paper. Examples of products are: inventions, models, events, policies/procedures, manual, campaigns, websites, apps or programs, etc.

Portfolio – This is a binder that documents all of the work the student has completed through the capstone project. It includes: resume, letters of recommendation, documentation of hours, research paper, pictures of experience, and product. All students must document a minimum of 40 contact hours in the field. These hours can be earned at any time during the students’ high school career, but must relate to the project.

Presentation – Students must create a powerpoint or similar electronic document that is an overview of their capstone project and present to a minimum of 3 teachers, 1 school administrator, 3 students, and 3 community members. Presentations must be between 10-12 minutes leaving at least 3 minutes for questions. Student presentations must also reflect defining moments in their education, defining moments in their capstone experience, and future educational goals and career plans. Each school will set up presentation times for students. Only students who have successfully completed their paper, product, and portfolio will be allowed to present.

Overview of Capstone Project Pilot for 2013-14

Expectations

All of the zoned and magnet high schools will participate in piloting the capstone project. Each zoned school will offer a minimum of one capstone course per academy and each magnet school will offer one capstone course per school. The virtual school will also offer one on-line capstone course for schools wishing to pilot that experience.

Each school will select one teacher to serve as the capstone representative for their school.These teachers will serve on a year-long committee to gather information about the capstone projects, make edits to the capstone manual, and to assist with the implementation of capstones in the school. We will also need one service learning and one leadership teacher to serve on this committee.

Scheduling

Please read the overview or manual to determine the type of course code you will use. There are several types of courses that count as a capstone, but for most schools, it will be easier to use the “Capstone” course code since any certified teacher (except occupational licensed teachers) can be the teacher of record. Each school can determine the number and type of capstone courses to offer. There should be 20-35 students enrolled in each “capstone” course you offer (there may be fewer students for some CTE courses).

Example:

Academy / Academy of Health / Academy of Business / Academy of Communication
Capstone Courses / Nursing
Service Learning / Virtual Enterprise
Service Learning / Capstone
Service Learning

Rollout

  • The capstone information needs to be disseminated to your faculty by the end of January. Send the name of your lead teacherand names of the capstone courses you will offerto Aimee Wyatt.
  • Lead teachers will meet on February 7, 3:00-4:30 to receive information.
  • Meetings in February at each school with juniors who plan to take a capstone course.
  • Students will make their initial project selections in March (students still have time to change if they want to). This will give some students an opportunity to complete contact hours during the intersession and break.