Present a project and reflect on your growth

A successful trial still needs an honest account

• The fictional library team from units 3.1–3.4 presents its sign project. B3 helped 14 of 20 volunteers; B4 helped 17 of 20. The original target was at least 16. B4 met it in the follow-up group, but one person still missed the entrance sign.
• This is original GAC031-aligned practice, not an ACT assessment. Your job is to share the evidence, explain decisions and reflect on social-emotional learning. A presentation celebrates work without hiding its remaining limits.

Give the audience a chain they can follow

• Use four moves: need → action → evidence → next step. Explain that some visitors could not find an appropriate study space, show the relevant sign changes, compare the trials and say what still needs observation. Do not start with every meeting the team held.
• Divide a three-minute presentation: 30 seconds for the need, 60 for the changes, 60 for results and limits, 30 for the next step. Rehearse the transitions so a teammate's section continues the same argument rather than restarting the project.

{callout:example} “Our target was at least 16 successes in 20 attempts. B3 reached 14; B4 reached 17 in a different group. The later trial met the target, but the change does not prove the signs alone caused the improvement. We will keep observing whether the entrance sign is noticed.” {/callout}

Show evidence without exposing people

• A small table gives the result more clearly than a crowded slide. Keep the denominator, target and group difference visible. Show the approved sign version, but do not publish volunteer names or comments that identify them.
• Separate three claims: what was observed, what might explain it, and what is not yet known. The wrong-route error disappeared in the follow-up observations; that is useful evidence, not a guarantee that no future visitor will choose the wrong route.

Answer a difficult question calmly

• Someone asks, “Why not say your new sign definitely worked?” Pause, acknowledge the question and return to the evidence: “The later group did better, but different people and room conditions could matter. We can report the result without claiming we isolated the cause.”
• If a teammate gives a stronger answer, add a clarification rather than blaming them publicly. This practises relationship skills and responsible decision-making. A respectful correction protects both the evidence and the team.

{callout:warn} Do not replace an unanswered question with confident language. “We did not measure that” is useful when followed by a realistic way to investigate it. {/callout}

Reflect on an action you actually changed

• A weak reflection says, “I became a good team member.” A stronger one names a moment: “I felt defensive when a volunteer criticised our arrows. I asked which choice was unclear instead of arguing. Their answer helped us separate the labels.” This connects self-awareness with observable behaviour.
• Add a limit and an action: “I still interrupted during the next meeting. In our next discussion I will summarise the previous speaker's point before giving my suggestion.” Growth is not a permanent personality label; the next action gives you something to check.

Leave a useful handover

• The folder should keep the target, approved B4 file, trial records, change log and unresolved entrance-sign observation. Name who will review visibility and when. A future team should not have to reconstruct the reasons from a final score alone.
• Write a 90-word reflection and rehearse one audience answer. Self-check: specific situation, feeling noticed, action taken, evidence of its effect, limitation and next action. You may share a learning point without disclosing a private experience you do not want classmates to know.

{callout:key} An honest project presentation connects decisions to evidence. A useful reflection connects personal growth to a specific action and a next check. {/callout}