Lesson 16: Focus

1. L16: Big Idea 5-Team, Transform, Transmit-Performance Assessment Task-The Presentation & Oral Defense

2. Lesson 16: Focus • https://www.youtube.com/watch?v=W4Yf6IB7r5U • Big Hero Six Hybridity Study • After reviewing the rubric for the Presentation and Oral Defense and watching just a few minutes of the “work-in-progress” video of an AP Research student from this past winter, reflect on the skill level the student is showing at this stage of the course. • Then take a moment to mentally re-situate yourself (again) in your own context. Contemplate your own strengths and weaknesses and ask yourself this question: • For which rows of the rubric am I still struggling pertaining to the Presentation and Oral Defense?

3. AP Capstone Research Assessment Components Presentation and Oral Defense: (25%) • 15–20 minute presentation (with 3-4 oral defense questions chosen from the provided list) delivered to an oral defense panel (consisting of the AP Research teacher and two additional members). • Students must have arranged for the teacher and panelists to view additional pieces of scholarly work prior to the presentation (if warranted).

4. Components of the Presentation and Oral Defense • The Presentation and Oral Defense should: • showcase your research question/project goal, method, and conclusions • focus on the evidence or data collected to address your research question/ project goal • illustrate the connections between the evidence chosen to support or refute your initial assumptions/hypotheses and the development of your overall conclusion or argument • engage the audience using appropriate strategies (e.g., eye contact, vocal variety, emphatic gestures, movement) • use a medium and design specifically tailored to engage the audience and illustrate your points

5. Oral Defense Questions • 3-4 questions asked by the panel (pp. 58-59 of the AP Research Course and Exam Description) • Not necessarily occurring in this order: • Question about the student’s research/inquiry process • Question about the student’s depth of understanding • Question about the student’s reflection throughout the inquiry process

6. Important to Note • It is not required but might be helpful for you to provide an abstract (2 paragraphs to summarize your work) to all panel members. • Your teacher will make sure panel members are aware of whether or not you engaged with an expert adviser so that a question pertaining to such is not unfairly posited to you. • If you go over the 15–20 minute time frame for their presentation and oral defense, after the 20-minute mark, you will be told to finish your sentence and stop. • Remember your presentations/oral defenses will be recorded for documentation purposes.

7. Misconception Alert “If I don’t know the answer to a question, am I better off making up a response than admitting my shortcomings?” OR “What do I do if I cannot answer a question?” • Lack of confidence to deal with unexpected questions or issues during a presentation can be alleviated to a great extent by planning with the rubric, reviewing potential defense questions, and by practicing the presentation many times beforehand.

8. Reviewing the Rubric

9. Review a Final Submission of a Presentation & Oral Defense 1. Review the Presentation and Oral Defense rubric. 2. Look at row 1 of the rubric. 3. Watch the final Big Hero Six presentation (using the link provided by your teacher). 4. Find the component in the presentation that addresses row 1 of the Presentation and Oral Defense rubric. 5. Discuss where the student would be in the performance level along this row in the rubric. 6. Discuss what strategy the student could use to move up an achievement level (if warranted).

10. Finding Row 1 of the Rubric in the Presentation & Oral Defense • Student Sample: Big Hero Six Hybridity Study (FINAL)

11. Rubric Row 3

12. SAMPLE VIDEOS

13. Reviewing Row 3 of the Rubric • With your group, view your assigned video from the Thinking Ahead 3 homework assignment. • Identify the components found in the video that meet row 3 for the Presentation & Oral Defense rubric. • Come to a consensus on the performance level or points you would assign this student for this row of the rubric. • What decision rules or deciding factors did your whole group use to come to a consensus on the score for row 3? • What instructional strategy would your group use to get that student to move up a performance level with respect to row 3?

14. Reviewing Row 3 of the Rubric 4. Next, work with your table groups to come to a consensus on the strong versus weak presentations that you viewed for homework, pertaining only to row 3. 5. Compare notes with your group about what criteria made a presentation strong versus weak. 6. Be prepared to share your criteria and to check your rankings against that of your trainer. REMINDER: These videos come from students who have graciously given us permission to use their work in training. Do not discuss their work in a derogatory manner nor post about their work on social media.

15. SAMPLE VIDEOS (Rubric Row 3)

16. Reflection-Include your response in your Trello. Now that you have had the opportunity to review Presentation and Oral Defense videos (produced by students who took the AP Research course), contemplate your strengths and weaknesses and ask yourself this question: • How have I practiced all the necessary skills throughout the year to be successful on the Presentation and Oral Defense?