Full-Stack Development

Execution ‐ Sprint 08b Workday

Essential Question:

  • How do we implement an iterative process into building out our capstone artifacts?

Learning Objectives:

  • Identify project goals for the day
  • Collaborate with peers on large overarching project
  • Reflect on daily progress to create actionable steps for the next day

Standards:

  • New York State Learning Standards CDOS 3b Students who choose a career major will acquire the career specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.
  • NYS Next Generation Learning Standards WHST.5.11-12 Conduct short as well as more sustained research projects to answer a question (including a self-generated question), analyze a topic, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • IT Career Cluster Framework ITC05.03 Employ project management knowledge to oversee it projects.
  • IT Career Cluster Framework ITPD01.02.02 Utilize interpersonal skills necessary to work on a software development team.

Materials:

Scaffolds:

Bridging Learning Gaps:

  • Project management tools provide visual tracking of progress suitable for all learning levels
  • Instructor and TA provide targeted support during work time based on team progress levels

Differentiation:

  • Teams were structured to distribute strengths and provide peer support
  • Literature review resources provided in multiple formats (document guides, video explanation)
  • Flexible work environment allows teams to organize tasks based on individual strengths
  • IEEE paper templates and examples provided as scaffolds for academic writing

Extensions:

  • Students who have completed their tasks can assist peers or engage in cross team
  • Teams that are ahead can begin implementing additional features beyond MVP requirements
  • Students are encouraged to explore integration of more complex technologies not covered in class

Standup Meeting (20 Minutes)

Scholars will meet with fellow teams to conduct standup, and answer the 3 key standup questions:

  • What did I do yesterday?
  • What will I do today?
  • What is in my way?

Scholars will be evaluated by instructors on the following rubric for their participation in the meeting

Criteria Advanced Proficient Developing Beginning
Attendance (2)
Arrives on time		 (1)
Arrives late
Participation (3)
Demonstrates active listening skills		 (2)
Listens attentively most of the time		 (1)
Appears distracted or disengaged
Progress Updates (3)
Provides detailed and comprehensive progress updates that demonstrate a deep understanding of the project		 (2)
Shares progress updates in a clear and concise manner		 (1)
Does not share progress updates or provides incomplete information
Articulation / Projection (4)
Exceptional clarity and confident delivery		 (3)
Clear speech with good projection		 (2)
Somewhat understandable with inconsistent projection		 (1)
Difficult to understand, poor projection

Capstone Work Time (50 Minutes)

Scholars will work in their teams to continue iterating on planned tasks before closing out the sprint. Instructor + TA will rotate and support teams and provide feedback/resources.

Scholars have the goal of making improvements on their project based on industry partner feedback from the showcase and finalize before end of school year.

This sprint scholars also have opportunity to write their first draft of the Experiment section.

Instructor will meet with one person per team as a group to overview the experiment section and strategies to best write it.

Break (10 Minutes)

Capstone Work Time (50 Minutes)

Scholars will continue work in their teams to iterate on planned tasks.

Exit Ticket (05 Minutes)

Scholars will complete their exit ticket discussing the work they completed today in preparation for their next daily standup meeting

  • In 2-3 sentences summarize what you did today
  • Construct a brief list of your goals for the next workday
  • In 2-3 sentences describe any blockers you foresee that will prevent you from accomplishing the previous goals you described.

Scholars will also use this time to document any progress on tasks through our Project Management System, making notes, and uploading artifacts. That will be used when writing the “Experiment” section of their IEEE Paper.

Cleanup/Dismissal (10 Minutes)

Experiment Section Rubric

CriteriaAdvancedProficientDevelopingBeginning
Challenges & Solutions(4)
Documents multiple major technical problems and provides creative, well-explained solutions. Shows deep understanding with specific examples.		(3)
Describes several challenges with clear solutions. Shows good problem-solving skills and explains solutions well.		(2)
Lists some challenges with basic solutions. Limited explanation of how problems were solved.		(1)
Few challenges mentioned or solutions are unclear. Little evidence of problem-solving.
Design Choices & Rationale(4)
Clearly explains why major design decisions were made with strong technical reasons. Shows understanding of different options and industry best practices.		(3)
Explains design decisions with good reasons. Shows awareness of other options and why final choices were made.		(2)
Explains some design choices with basic reasons. Limited understanding of alternatives or trade-offs.		(1)
Little explanation of design decisions. Weak or missing reasons for choices made.
Evaluation Metrics(4)
Defines clear, measurable ways to judge system performance (speed, user experience, security, etc.). Metrics directly relate to project goals.		(3)
Identifies several good ways to measure system performance. Metrics are clear and relevant to the project.		(2)
Lists some basic performance measures with limited connection to project requirements.		(1)
Few or inappropriate ways to measure system performance. Little connection to actual project needs.
Testing Methodology(4)
Describes thorough testing approach including multiple types of testing. Clear procedures with specific tools mentioned. Shows organized quality assurance.		(3)
Good description of testing methods covering several testing types. Clear procedures with some tools mentioned.		(2)
Basic testing methods described with limited scope. Some procedures mentioned but not comprehensive.		(1)
Minimal testing described or procedures are unclear. Little evidence of systematic testing.
Prototype Description(4)
Clearly describes all prototype features and how they work. Shows strong connection between prototype and full-stack development concepts.		(3)
Good description of prototype features with clear explanation of key functions. Shows understanding of development concepts.		(2)
Basic description of prototype features with limited explanation of how it demonstrates core concepts.		(1)
Minimal prototype description with little connection to development concepts. Unclear explanation of what the system does.
Technical Writing Quality(4)
Excellent technical writing using proper development terms. Well-organized and detailed. May include helpful diagrams or code examples.		(3)
Good technical writing with appropriate terminology. Well-organized content that clearly explains technical concepts.		(2)
Basic technical writing with adequate organization. Some technical terms used correctly but may lack detail.		(1)
Poor technical writing with unclear organization. Minimal use of proper technical terms or concepts are poorly explained.
Organization & Flow(4)
Excellent organization with smooth transitions between sections. Ideas flow logically and build on each other effectively.		(3)
Good organization with clear structure. Most transitions are smooth with logical flow between ideas.		(2)
Basic organization with some unclear transitions. Generally follows logical structure but may have some gaps.		(1)
Poor organization with little logical flow. Abrupt transitions or unclear connections between ideas.
Grammar & Language(4)
Perfect grammar and professional writing style appropriate for technical papers.		(3)
Minor grammatical errors that don’t affect understanding. Generally professional writing.		(2)
Several grammatical errors that may occasionally make reading difficult.		(1)
Many grammatical errors that significantly impact readability and professionalism.