As she works through more projects you can talk about how research and presenting is a bit like an iceberg....what people end up seeing is but a fraction of the work that is put in.
Well said.
The trick is to ultimately have an image of the final product in your head as you research so that you can focus better and avoid too many wandering a away from what is relevant as you research.
Exactly! If there is not a list of project specifications or a rubric to use as a guide, a person can simply use the common theme of "
Top ten amazing facts about XYZ topic". It could be adjusted to three facts, five facts, etc, depending upon what information may be found. As a student is reading/researching, they can update/edit their list to prioritize the information which they believe will resonate with their audience.
Many moons ago, school reports/presentations were commonly titled "
All About XYZ topic", and access to source documents may have been rare. With the increase in availability of research resources (thanks, in part, to the internet) students may find more than enough material, therefore paring down may become an important skill.
Enjoying the learning process may be the most important skill
and it seems the learning environment is conducive to that... supportive home and school... and it sounds like she is practicing a comfortable level of self-advocacy, in asking the teacher's input on scope, length, time, etc.
