Mead School District

Mead School District

CAT TRACKS

Senior Culminating Presentation: Expectations & Resources

1. Soft Skills / Considerations & Suggestions / Ideas & Questions
Appearance
Presenter is dressed appropriately, similar to a job interview / ~Be yourself, but get yourself put together. To look “professional” might seem vague; so consider some standard advice:
No denim, shorts, flip-flops, slippers, chewing gum
Stylish is good, but be neatly groomed
Wise choices are collared shirts, ties, slacks, dresses, skirts, etc.
~Don’t over do it, or under do it. What you’re wearing should be noticed, then forgotten, not a lingering distraction.
Here’s a few brief thoughts on dressing for your presentation
Communication
Presenter communicates effectively: clear voice and enthusiasm, eye contact, proper body language
Verbal
Pacing, intonation, volume, variety
Non Verbal
Appropriate, intentional posture Effective/intentional/dynamic use of gestures
Intentional movement (avoid fidgeting)
Eye contact & smile
Dynamics
Utilize stories, analogies, metaphors, similes, visuals, humor
Do/share/show something memorable / ~No matter how amazing your content might be, this category will make or break your presentation.
~These attributes are difficult to teach, and they tend to worsen with anxiety. The best medicine is full dress rehearsal with feedback; this will help you discover some of your more prominent weaknesses and habits (ex: overuse of “um” or “like”).
~Be “in-charge” from the moment you walk in the room; “own it.” The goal is to put your audience at ease; this begins with early and frequent eye contact and a good handshake (somewhere between a death grip and a dead fish).
~You may have to fake your enthusiasm for public speaking, but you shouldn’t have to fake anything else. This is your opportunity to share things you care deeply about. Make an authentic emotional connection to the topic and the audience.
~Making an authentic connection with your audience often starts by engaging their senses and their emotions. Truly memorable speakers find ways to make their audience feel included. Tell stories that make them laugh or cry, or hold them in suspense. Bring items from your life to distribute among them. Put on a demonstration. Cook them an important family recipe. Think about not merely telling your story, but showing your story.
Here’s a cheesy but effective video with great tips for being “dynamic”
2. Organization / Considerations & Suggestions / Ideas& Questions
Punctuality
Presenter begins presentation on time / ~Show up early and be sure to have your materials gathered and ready. Sure, people will forgive you for not being on time, but the stress of running late and the hurry to set up will have a negative impact on your overall presentation.
Introduction:
Presenter includes an introduction (name and purpose) / ~Immediately after setting up your materials take a moment to shake hands with each of your panel members, introduce yourself and formally announce the goals of your presentation.
Presentation Tool
Presenter provides a visual.
i.e. media presentation, poster board or artifact / ~The rubric only requires the use of one “tool,” but if you’re following the advice above you’re already planning on using at least two in combination.
~This category seems easy enough, but danger lurks within. Nothing shouts “I have no pride in my work!” louder than a poorly designed slideshow, or a sloppy posterboard glued together the night before. Choose your visual format (media, posterboard, artifact, etc) thoughtfully, and take care to prepare it in a way that is functional and visually appealing.
Deliver Tips

Preparation Tips

Slide Tips

Powerful Images

Lessig Method (Two great demo videos in this article!)

The Mother Lode of Presentation Resources

Closing
Presenter provides adequate closure to their presentation.
i.e. asks for questions, thanks guests, shakes hands / ~Take all the training you’ve received about essay writing and apply it here. Your closing should reflect/echo the overall goal of the presentation, and perhaps even BRIEFLY re-cap a few main points.
~You have an opportunity to show off some sophisticated organization here at the closing. Go back and revisit that joke, song lyric, metaphor, or story you used in your opening. It works as a kind of “bookend” technique that provides continuity to your whole story.
~Please keep in mind these community members have volunteered their time to help be a part of Mead School District’s mission to produce top quality graduates. We all have a responsibility to treat them as our guests. Upon completing your presentation, demonstrate your gratitude by smiling, shaking hands, and offering time for questions.
Presentation Length
Presentation lasts for 12-15 minutes / ~The only way for you to really get a feel for this is to rehearse your presentation in front of an audience. It may feel corny but it’s absolutely essential. Practice, practice, practice.
Check out:
Panelist Question
Answer panelist generated question / ~Most panel members look forward to this part because they want to see how you handle yourself in un-rehearsed conversation.
~Sometimes a panel member might ask a question because they’ve discovered something on the rubric that you neglected to cover in your presentation. By asking you the question they’re gently prompting you to back up and cover all your bases.
~ In some cases the most captivating presentations invite the most questions. If you truly succeed in demonstrating who you are they may simply want to know more about you.
3. Content / Considerations & Suggestions / Ideas & Questions
Academic Knowledge
Presenter describes academic experience.
i.e. provides examples of learning experiences / ~This section on content is where you put the “meat on the bones” of your presentation. The language of the rubric is intentionally broad so that you can fill in specific details relevant to your story. In this section we’ve offered up some “Guiding Questions” as a way of getting you to think in different ways about sharing your knowledge. Later, you might consider taking the time to brainstorm some of your own questions. Some students in the past have found more success by personally generating their own guiding questions.
~Guiding Questions for Academic Knowledge
What are your proudest academic accomplishments?
How has your academic experience shaped your future plans?
In what area of academics have you shown the most growth?
What have been your greatest academic struggles?
What lessons or insights did you take away from these struggles?
What academic changes would you make if you could start over again?
What has your academic experience taught you about yourself as a learner?
Self-Knowledge
Presenter communicates self-knowledge: interests, passions, abilities, personality / ~This should be more than a mere list of likes and dislikes. Your experiences over the past four years (in and out of school) have shaped you into a new person. Take them on that journey and demonstrate that you have given serious thought to who you are becoming, and why.
~Not all of your experiences in high school have been positive. In fact, some of the most powerful events in your life have been times of great personal struggle or family tragedy. Being real with your audience means finding appropriate ways to address the darker influences in your life. Being able to articulate new insights gained through adversity demonstrates emotional maturity and wisdom.
~Guiding Questions for Self Knowledge
What have learned from your past experiences?
Were the decisions you made worth it?
What wisdom have you gained from your interpersonal relationships
Experiences as a team member …
To whom did you turn when something went wrong?
Did you do what you wanted to do, or what you were supposed to do?
When was the last time you dreamed big?
Are you pursuing your dreams?
What sacrifices are you making to achieve your dreams?
What new ideas, opportunities, and possibilities have you embraced?
What inspires you?
Productive and Responsible Citizen
Post High School Plan and additional work: post high school investigation, ISP, community service, work based learning, etc. / ~One of the most important things our community wants to know about you is that you see the world beyond yourself; that you are beginning to understand the importance of community and your role within it.
~Consider the following questions as they relate to your work on the “Citizenship Inventory” as well as your learning from AP Government or Citizenship courses.
~Guiding Questions for Citizenship
What are your post-high school plans, and what steps have you taken to
pursue your short term & long term goals? (REQUIRED TOPIC)
What did you choose for your Post High School Investigation (if applicable)?
Which “citizenship” activities did you choose from the list and why?
What has been the most valuable part of this process?
Which activity/project will be the most memorable and why?
Did you do what you wanted to do, or what you were supposed to do?
What did you learn about your community?
How important will “citizenship” and “community” be in your future?
In what ways have your experiences in the community
changed/enhanced/challenged your notion of citizenship?
What activities did you pursue to satisfy the “community service” requirement?
In what ways did this experience impact the community, and what impact did it
have on you?