ECTA Senior Capstone

Viewing: Student Guide

Guide pages

Book p. 7, 15 / Presentation Day

Phase 3A: Present

Explain your project clearly in your mentor's class and answer questions with evidence.

Today Plan

Do today
Practice the opening out loud and choose the evidence you will point to.
Stop when
You can explain the project, CTE connection, process, final result, and one thing you learned.
Ignore for now
Do not add more slides if the audience still cannot understand the main story.

Do This First

  1. Arrive on time with all materials ready.
  2. Use the outline to guide the audience through the project journey.
  3. Answer questions in a way that shows ownership of the work.

Your Goal

By the end of Presentation Day, your audience should understand what your project was, how it connects to your program, what process you followed, what outcome you produced, and how you grew.

Minimum to move on

You present the project, explain the CTE connection, and answer basic audience questions.

Strong work

Your audience can describe what you made or did, why it matters, and what you learned.

Excellent work

You sound prepared, professional, and reflective, with evidence ready for difficult questions.

What To Turn In Or Save

  • Presentation outline.
  • Slides, visuals, talking points, or artifacts.
  • Photo or copy of final product/process evidence.
  • Audience questions or feedback.
  • Self-reflection immediately after presenting.

Files For This Step

Presentation Outlinep. 6-7, 15Presentation Rubricp. 15Reflection Draftsp. 10-11, 17

Examples

Plain English

Opening example

My project is a prototype emergency kit for new drivers. I made it for students who are about to get their license and may not know what to keep in a car.

Reflection

Growth example

At first I only focused on making the product look good. My mentor helped me realize I needed testing evidence, so I revised the kit after feedback.

Audience

Question answer

If someone asks why you chose a material or design, answer with the reason, not 'because it looked nice.' Connect it to safety, cost, durability, audience, or program skill.

Need Help?

If your brain is yelling that this is too much, do not read the whole page. Answer these three questions first.

  1. What phase am I in? Phase 3A: Present.
  2. What evidence do I already have: notes, photo, screenshot, draft, outline, feedback, or finished work?
  3. What is the next thing I need an adult to approve, answer, or see?
Next tiny move

Write a 30-second opening: project, audience or problem, CTE skill, and final outcome.

If stuck

Write a 30-second opening: project, audience or problem, CTE skill, and final outcome.

On track

Practice once for a person who does not already know the project.

Push for mastery

Prepare strong answers for the hardest questions your audience might ask.

Open Only If You Need More

These panels are here for confusion, revision, or stronger work. You do not need to open them just because they exist.

Full Step-By-Step
  • Open with a plain-language project overview: what you did or made and why it matters.
  • Name your CTE program and explain the exact connection between the program and the project.
  • Walk through the process in order. Include decisions, obstacles, revisions, and what you learned.
  • Show the final process or product. If the outcome is not physical, show screenshots, data, images, videos, documents, or another artifact.
  • Reflect on Titan Tenets and Portrait of a Titan attributes through specific examples.
  • Invite questions and answer them with evidence. If you do not know an answer, say what you would investigate next.
Learning Targets
  • I can present my project clearly to an audience.
  • I can explain my CTE program connection and final process or product.
  • I can answer questions using evidence from my project.
Ready Check
  • Someone outside my program can explain what I made or did and why it matters.
  • I can point to evidence when explaining my process, product, or growth.
  • I have rehearsed enough to be organized, on time, and professional.
Questions To Ask
  • Can someone outside my program understand what I did?
  • Did I explain how my project connects to my program, not just name the program?
  • Did I show both process and outcome?
  • What question did the audience ask that revealed what I should clarify next time?
  • What part of my growth story felt most honest and specific?
Strong Work Looks Like
  • The project overview is clear and relevant.
  • The program connection is obvious to the audience.
  • The final process or product is understandable and impressive.
  • The presentation is on time, organized, rehearsed, and enjoyable to watch.
Common Mistakes
  • Reading every word from slides or notes.
  • Showing a product without explaining the process.
  • Forgetting the CTE program connection.
  • Treating questions as interruptions instead of evidence of engagement.
Key Words
  • Project overview: the short explanation of what the project is and why it matters.
  • Process: the steps, decisions, problems, and revisions that led to the final outcome.
  • Professional presence: being organized, prepared, respectful, and clear in front of an audience.
Adult Roles
  • Mentor: hosts the presentation in class.
  • Audience: asks questions and learns about the CTE program.
  • Student: demonstrates expertise, growth, and readiness.
Booklet Connection

Page 7 names three presentation responsibilities: demonstrate expertise, share growth, and engage the audience. Page 15 gives the presentation rubric.

Draft Notes

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