Hodder Education
Capstone: Inquiry & Action at School
Jon Calos, Nina Leacock
Capstone: Inquiry & Action at School
US$ 26.39
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Description
Contents
Reviews

Capstone: Inquiry & Action at School addresses the what, why, and how of capstone education.
Capstone programs are modern rituals that give meaning back to "schooling” and create transformative relationships between students and teachers. Capstone programs energize schools and can point the way for institutional change.
Written by teachers for teachers, Capstone contains ready-to-implement materials derived from decades of experience in the classroom. The authors share authentic narratives of failure and success to encourage teachers who are engaged in the risks and rewards of deep learning.
Capstone is implementable. Capstone offers concrete tips and templates for teachers. Capstone collects in one place all the resources a teacher needs to build a program from the ground up.
Capstone is compelling. Written by teachers, Capstone communicates through a shared experience of the classroom. Capstone offers support for teachers who are committed to authentic student learning.
Capstone is connected. Capstone shares emerging practices being developed by current capstone educators and informed by the collected wisdom of the National Capstone Consortium.

Language
English
ISBN
9781914351457
About the authors
Title page
Copyright
Dedication
Anonymization
Acknowledgements
A year in capstone
Foreword
Introduction
Notes to Introduction
Part 1: What is capstone?
Chapter 1.1
Notes to Chapter 1.1
Part 2: Why capstone?
Chapter 2.1
Passion is a result of, not a prerequisite for, a great capstone
Young adults exercising adult professional skills
Learning outside the school walls
Career exploration
Presentations as self-discovery
How capstone changed one student
Notes to Chapter 2.1
Chapter 2.2
Energy creates change, change creates energy
Poised between past and future
Facing a fear
Redefining teacher expertise
Now more than ever
Notes to Chapter 2.2
Chapter 2.3
Catching the wave
Centering diverse student experiences
Partnering in the community
A culture change
Notes to Chapter 2.3
Part 3: How? Organizing the program
Chapter 3.1
Student interest as an energy source
Collaboration through trust
Finding the beginning
Beyond innate energy
Navigating senior year
Notes to Chapter 3.1
Chapter 3.2
The forest metaphor
Planning experiences
Establishing paths
Getting lost
Trip reports
Notes to Chapter 3.2
Chapter 3.3
Zero to sixty
Iteration: reviewing student work
Iteration: the program in the school
Theory and practice
The death and life of great capstone programs
Notes to Chapter 3.3
Chapter 3.4
Housing the program
Adult capstone roles
The core capstone team
The directors of the core team
Key program partners on campus
Volunteer advisors
Committee members, panelists, moderators, etc.
Student-centered organization of the adult team
Notes to Chapter 3.4
Chapter 3.5
Do no harm
Aligning interest and placing students
The paradox of the database
Working with partners off campus
Planning the first meeting
Scheduling, transportation and safety
Communication
When to intervene
Notes to Chapter 3.5
Chapter 3.6
Program communications
Digital portfolios
The final exhibition
Event planning
The schedule of presentations
Show time
Publishing and archiving capstone work
Notes to Chapter 3.6
Part 4:How? Supporting students
Chapter 4.1
Feeling interest
Learning questioning
Types of questions
An open question
Notes to Chapter 4.1
Chapter 4.2
What counts as academic work?
Relevant history
Shifting power, not people
Objectivity and method
The researcher in the research
Working outlines, maps, and timelines
Prospectuses and proposals
Game on: how do you know they are ready?
Notes to Chapter 4.2
Chapter 4.3
Student research and professional research
What we access when we access professional research
Quality over quantity
Search strategies
Searches and algorithms
Content knowledge vs. research deliverables
The heart of the project
Notes to Chapter 4.3
Chapter 4.4
Why fieldwork?
Research in the social sciences
Written plan
Teaching ethical research
The school’s ethical responsibility
Ethical review in the high school context
Informed consent
Learning for students and for schools
Notes to Chapter 4.4
Chapter 4.5
Social justice: teaching systems and framing service
Service learning in capstone
Preparing students for community engagement: understanding histories and systems
Reflection and service learning
The benefits and challenges of internships
Preparing students for the workplace: etiquette and boundaries
Navigating roles and boundaries
Notes to Chapter 4.5
Chapter 4.6
Design thinking
Design for people
Thinking with your hands
Soulcraft
Resources for capstone makers
Notes to Chapter 4.6
Chapter 4.7
Reflection and experiential education
Reflection in capstone
Types and modalities of capstone reflection
The conversational learning cycle
Journaling
Reflection in the beginning
Reflection in the middle
Reflection at the end
Notes to Chapter 4.7
Chapter 4.8
“Good failures” and “bad failures”
The early failure and the pivot
Judgment on stage
Failure and grades
Varied paths to success
Questioning failure
Notes to Chapter 4.8
Chapter 4.9
To grade or not to grade?
How to grade?
Norming
Rubrics
Notes to Chapter 4.9
Chapter 4.10
Writing is thinking
21st-century skills
Evidence-based argument
Scaffolding capstone writing
Other deliverables
Notes to Chapter 4.10
Chapter 4.11
On the big stage
Authentic audiences (a note on authentically bad behavior)
Be prepared, be confident
Notes to Chapter 4.11
Conclusion
Notes to Conclusion
Bibliography
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