CLC 12 - Final Capstone Proposal and Reflection

Name: Kiyomi Marshall

Topic: Scientific Videos
Focus Area: Service to students within my community
Inquiry Question: How can I create an engaging way to teach the students within my
community scientific concepts.
Presentation Method: Slideshow
Presentation Time & January 11 8:55
Date:

1) Capstone Project Summary:

In the box below, please type out a 200 – 300-word summary highlighting the key points and
information that you plan to present during your Capstone Project presentation.

In my capstone project presentation, I plan to showcase some of the investigating I did while
planning my rubric of scientific topics I wanted to cover. I surveyed the students within my
school on which topics they have struggled with in the past or are currently struggling with.
After collecting information and asking younger grades questions, I created a lesson plan of
all the major concepts I wanted to cover to best fit the needs of students within my school
and community. After, I interviewed past teachers to learn their strategies to engage
students and helpful tips to promote positive learning. Once I had done research and talked
to teachers, I developed a timeline for my videos to engage students and teach specific
concepts that most of my school struggled to grasp. I discovered most students can’t focus
for longer than 5-7 minutes and need to watch a visual to understand. The most struggled
subject was Chemistry and Physics due to the fact that they is understanding rather than
memorization. When speaking to teachers, I learned a top strategy. Understanding over
memorizing. It’s easier to articulate learning when a student understands rather than
memorizes. I use visual pictures and a variety of colors. I use short and simple prompts that
target easy understanding and do daily check ins within my video to let a viewer know if they
have grasped a concept. I love science and I am glad through my capstone; I was able to help
fellow students enjoy it more.

2) Core Competencies:
In the boxes below, explain how your project or the work we’ve done in CLC 12 Class
demonstrates your abilities and skills from each section of the Core Competencies. (You must
choose at least two points from each skill area of the core competencies.) *This was also done in
your Capstone Draft Proposal, so if the skills and abilities still apply and have not changed, then
you can copy and paste your answers in the Final Capstone Proposal*

Core Competency: How you demonstrate it in Capstone Project:

Personal Awareness & I understand learning takes patience and time.
Responsibility
Throughout high school, I have learned many different concepts
and skills. However, this journey took frustration and
dedication. Math has been a subject I either completely
understand or I am lost. In the past, this has caused me to get
upset because some units seem so easy, and others do not.
Learning is not a straight line, it has slopes and curves. I
understand, I will not always find every learning opportunity
equal in difficulty. Learning takes perseverance. If I keep
applying myself to a task, I will develop an understanding.

I am learning to take care of myself.

Highschool can be remarkably busy and daunting. It is an easy

path to forget about personal health and well-being. This is
something I am working towards. I have started creating my
own healthy meals, using a daily planner to organize all my
events and I have begun implementing healthy active goals into
my routine. I want to treat myself well and practicing
responsible tasks and decisions have helped me become a
person that I am proud of. Mature decisions have aided me to
create smart choices such as cleaning my personal spaces,
exercising personal hygiene routines, and planning healthy
meals. I have begun cooking more and trying recipes that I
enjoy.
Social Responsibility I value diversity, defend human rights, advocate for others, and act
ethically in all my interactions, including online.

I believe in treating everyone fairly. I come from a mixed

background, so I have seen firsthand the value of diversity and
culture. Seeing my parents treated differently or placed into
stereotypical roles opened my eyes to treating everyone equally.
At the end of the day, everyone is a human being and deserves to
be heard. If someone is not being treated well, I will stand up for
them. As a 12th grade in school, I set an example to other
 students. I would like to set a standard that everyone has a right
to have a voice.

I have positive peer and intergenerational relationships.

I enjoy connecting with everyone I come across. It is important to
have face to face conversations and explore topics with my
peers. I am involved in a variety of school activities that allow
me to create positive relationships with peers in my own grade,
below or above. Last year, I was in various classes that were
split between senior and juniors. This learning space provided
me the opportunity to converse with the grade above me and
create mentor like relationships. I currently help coach the grade
9 girls; this role has implemented a sense of leadership into the
connections I develop with younger grades. I work at a
restaurant, and I am one of the very few that are still in high
school. This job has broadened my speaking skills as I must
discuss topics with adults ten years or older than me. I have
created positive relationships with fellow employees even
though they are years older than me. I feel safe discussing
serious topics. My job has also taught me to talk to various
costumers, ranging from 5 years old to 80 years old through
engaging conservation.

Critical Thinking I can analyze and critique my work and learning.

School is my number one priority, and I am always trying to better
my work. I enjoy hearing feedback and integrating this into my
improved work. I am constantly trying to find ways to make
learning easier. I play volleyball and it has become a routine to
reset after every play and ask myself what was good or bad
about the last. Even if a play was good, there are always ways to
make it better appreciate why it was good. A process can be
amazing but have a negative outcome and vise vera. Just because
the outcome is not perfect does not mean the plan was bad. I am
strong at reflecting on my work and constant learning to better
myself as a student, athlete, and person.

I can assess my progress

Through volleyball, I learned the skill of tracking and assessing my

progress. I started making goals and journaling my journey and
obstacles. I would set a goal every week and assess myself at the end.
If I completed the goal, I challenged myself to make it more difficult. If
I did not receive any positive results, I took a step back and
allowed myself a buffer. An example of a goal I made was
serving flat and short to the 1 and 6 seam. At first, I struggled
finding consistency with this goal as there were multiple tweaks
 I was working on. However, I assessed my progress and decided
I needed to work on one thing. I began just serving the seam and
slowly integrated the other things. I checked in with myself
every week and if I had found consistency, I challenged myself
with an extra skill.

Creative Thinking I can create new and unique ideas that provide new perspectives
that influence how people think about topics.

I am a naturally very curious person and I love generating questions to

better my knowledge and the people around me. I have a strong
personality and I love teaching people about my views and
explaining the “Why” to my beliefs. I love producing new
evidence to spark curiosity in others. In Law 12, I worked on
finding different lenses and views to win my cases. It took
finding unique angles to help others see my point of view.
People will not always agree with me, but I think one of my skill
sets is discovering innovative ideas to help others see topics in
various ways.

I can persevere and understand failure can be productive.

I am a determined individual. I always want to complete tasks to the

best of my ability, win things or finish things at the highest standard. I
understand though that to grow, I need to fail sometimes. Failure
is not a terrible thing; it means I am stepping outside my comfort
zone and discovering new ways that do not work. If I do a task
and fail, I figure out a way not to approach that task. In grade 11,
I received a mark I was disappointed with. I knew I could
achieve higher and as an individual, this mark helped me grow
as a student by improving my study habits. I understand
sometimes I may need to try things multiple times to succeed.
This is not a waste of time because of the progress and depth in
my learning.

Communication I can listen, learn, and contribute meaningfully to discussion and

debate, consider different perspectives, and build consensus.

One of my favorite things in school is group discussions like

seminars where everyone voices their opinions and then people
relate or disagree with stances. I enjoy talking to my peers
through discussion because I get to learn through an engaging
way. I am strong in both listening and leading these seminars.
Peer's perspectives jog questions that I can then ponder and bring
 to the surface.

I can reflect on the process of learning and share what I have

learned.

When learning new things, I love sharing. I help coach the grade 9
girls' team and I love implementing knowledge and tips into the
practices I run. As a player, I can relate to the girls I coach, I
enjoy reviewing lessons I have encountered and applying them
in their games. The lessons I learn can be useful to more people
than just myself. In sharing my learning, I create an easier path
for others.

Personal & Cultural I understand what is important to me.

Identity I have long and short-term goals. Both of which are extremely
important to me. I understand the path I want to be on and how
to get there. My goals take effort, hard work, and dedication to
achieve them. I do not make decisions that will hinder what is
important to me and create a barrier between me and my dreams.
I want to go to university. I work as hard as I can in school so I
can accomplish this. Health is important to me, so I create
healthy meals and stay active. Self-care is important to me, so I
set aside time to treat myself to small things such as face masks,
time to relax and read or even go for a walk.

I know my strengths are what make me unique.

I understand my strengths make me who I am. I am a strong
individual who stands up for what she believes in. I understand the
path I want to be on and how to stay on track. My values are my
strengths, and my strengths make me unique. I understand I will
never be perfect at anything, but I am slowly working towards
being a better individual every day. I set goals for myself that are
achievable and realistic.

3) Presentation preparation:
In the boxes below, answer the following questions: What will you require from your teacher,
what will you need to bring and what still needs to be completed between now and your
Capstone presentation day?
a) What will you require from your teacher in order to do your Capstone presentation? (Ex:
Laptop, table, poster paper, projector, etc…)
 I will bring all my own necessities.

b) What will you need to bring in order to do your Capstone presentation?

I will bring my laptop with my presentation. My iPad for back up and a smile!

c) What still needs to be completed between now and your Capstone presentation day?

I need to finish editing my videos and making sure they all run smoothly. I need to upload all
my videos to YouTube. I want to rehearse presenting my project to ensure I present it to the
best of my ability.

4) References and explanation of sources:

Please paste all your current list of sources along with a brief explanation of what you used
them for in your research. All these sources should also be listed on your website on your
References page.

References

Balfanz, R., McPartland, J., & Shaw, A. (2002). Re-Conceptualizing Extra Help for High School Students in a

High Standards Era.

I learned that video content can be a learning tool. The way information is delivered is key to the way

someone remembers it. Student engagement relies on how short a point can be delivered. Videos

less than six minutes can keep people engaged. Videos longer than nine minutes are a waste of

effort. Asking questions can test a students active learning. Create easy to follow steps. Highlight

key information. Short segments allow children to digest information.

Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning

from video content. CBE—Life Sciences Education, 15(4), es6.

Students don’t prefer taking notes. Students prefer being independent learners and playing an active

role in their own learning.

Ebenezer, J. V., & Zoller, U. (1993). Grade 10 students' perceptions of and attitudes toward science teaching

and school science. Journal of research in science teaching, 30(2), 175-186.

Students benefit from extracurriculars. It encourages them to go to school more and makes them less likely

to behave in poor behavior activities. Over scheduling can lead to tiredness.Balance is key.

Hamelo, S. (2016). Interest of Grade Ten Students toward Physics among Other Science Subjects, Case of

Wolaita Soddo Town Governmental Secondary Schools, Ethiopia. Journal of Education and

Practice, 7(25), 83-86.

Peer tutors can benefit a child academically. Developing knowledge over delivering it. Build over tell.

Huang, M. H. (2013). After-school tutoring and the distribution of student performance. Comparative

Education Review, 57(4), 689-710.

Biology is found to be the most interesting science and subject amount younger students. Chemistry

was the second highest and physics was the lowest. Females dislike physics the most. Lack of

interest towards a subject relates to teaching approach. Students prefer learning simple and

easy to understand concepts.

Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school
 and higher education. International journal of adolescence and youth, 25(1), 104-112.

High school students experience high stressors such as academic demands and pressure to achieve

high marks. Stress can cause poor results on exams. Stress can cause students to be less likely

to attend post secondary. Academic related stress can cause substance abuse. Stress can

cause loss of sleep.

Roscoe, R. D., & Chi, M. T. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling

in peer tutors’ explanations and questions. Review of educational research, 77(4), 534-574.

Concepts regarding math require extra help. Ninety grade is found to be the grade that requires the

most assistance.

Wilson, N. (2009). Impact of extracurricular activities on students.

Tutoring has grown 200-500% over 30 years. 50% of parents have said they would hire a tutor if it was more

affordable. Short term vs long term tutoring. Passing a test is tutoring toward a test, long term

tutoring is understanding concepts.

I used these references because I wanted to gain knowledge about my topic before teaching
others. I was able to learn the benefit of creating videos as a high percentage of students
prefer short visuals instead of tutoring. Videos on youtube are quick and free which creates
low stress on families and allows for kids to participate in extra curriculars. Being taught by a
peer can benefit a student academically. Students also prefer independent learning. School is
a huge stressor on young adults. Some students have trouble seeking help.

Final Capstone Project Reflection Questions

(Please give specific detailed answers.)
 1. In the process of completing your Capstone Project, what did you learn about your subject?
What did you learn about your skill set? What did you learn about yourself?
I learned a lot about the students within my community. It was very interesting, going back and
reviewing topics from a “teacher” perspective. I learned that I have trouble explaining with
visuals and would rather talk to describe a concept but this is not how students prefer to learn
so I had to adapt my teaching strategy. I found I enjoyed interacting with students and asking
teachers questions. I had to be very self-motivated and responsible to work on my capstone. I
figured out I really have a passion for science and teaching.
2. How is your project relevant to you? How is it relevant to the school? How is it relevant to the
community?

My project is relevant to me because I enjoy science and I plan on pursuing my education in the
science field. My capstone aids younger students within my school on hard to grasp concepts. It
creates a no cost, low stress and easy access way for students and parents within my
community to seek help with scientific concepts. It provides students with a way to receive help
between extracurriculars and a way for parents to help their child. Growing up, my parents
worked a lot, so it was difficult to set up supervised tutoring time. YouTube videos are easy to
access and ensure no child must plan or give up sports/music/etc. for their tutoring schedule.

3. What impact did your Capstone have on you?

I have always enjoyed science and helping people, so my capstone created the perfect way for
me to do this. I was able to create a way to aid students using a topic I am very passionate and
knowledgeable about. I have lots of connections to grades below me, so I wanted to gear my
capstone towards the younger students in my community.

What aspects of your project are you most proud of?

I am most proud of the research I did beforehand. I think my lesson plans really show the effort
I put into creating a personalized way to help my school based on its needs. I am proud I
included all aspects of my school from every single grade range. I am proud I get to help
teachers, parents and students.
4. What was a difficulty you encountered while researching your Capstone project? How were you
able to overcome those obstacles?
I had careers during volleyball season which resulted in low free time. This meant I had to
balance my capstone well in my free time due to multiple practices, games and tournaments.
Along with three other classes, I also had to complete 75 volunteer hours for recreational
leadership. Planning and using my free time well allowed me to complete my capstone. I
invested in a planner and wrote down ideas in my free time and organized interviews well.
 5. What is the one thing you would have changed about your project if you could?
I wish I talked to more teachers throughout my capstone. I spoke to a few, but I feel that filming
interviews with multiple teachers would’ve have made my capstone project better. I wish I had
stayed in contact with them throughout rather than just the beginning.

6. What advice would you offer to future Capstone students to help them with their Capstone
journey?

If you have capstone during a busy or stressful time, try to work evenly on it throughout the
semester. I ran into busy periods of time, but I persevered for the better of my project.
Spreading my capstone out evenly improved my overall stress and school