Reflection #7 -- Lexie Sittsamer

Covers Chapter 7, A Guiding Hand -- Keeping a Project Moving, of Reinventing Project-Based Learning, p. 113 to 124.

Your reflection should include:

1. Description of the levels of classroom discussions. (p. 114-115)

• teacher to teacher
• collaboration amongst teachers 
• student to student
• working in groups 
• inquiry
• teach others; improve own skills  
• teacher to student 
• instruction
• announcements 

2. Discussion on the questions for “checking in” on students during a project. (p. 118-119)

• procedural
• stay on schedule
• track progress
• have all materials needed
• teamwork
• group togetherness
• management of group
• understanding
• overview of student's work
• gently redirect students
• self-assessment
• what do students know?
• inquiry process
• share with others

3. Discussion on the benefits to students when optimizing the use of technology. (p. 119-121)

• communicating key content
• teachers able to check in with students
• multiple technologies used together

4. Discussion on the 21st-century skills that can make or break a project. (p. 122-124)

• teamwork
• dynamics
• contract
• rubrics

5. Discussion on how concepts in this chapter relate to your topic/project.

• collaboration amongst teachers
• student to student
• working in groups
• teach others; improve own skills 

Ishara Brent Reading Reflection 7

Description of the levels of classroom discussions

Levels of classroom discussion includes teacher to teacher, which includes teacher conversations that touch on everything, project planning, and working together. Another level is student to student, which includes students discussing their learning experiences and enhancing their communication skills. The last level is Teacher to student. This is very important and includes technology and how teachers can communicate with each and every student to help them with a project. 

Discussion on the questions for “checking in” on students during a project

There are many questions to ask to get the kind of information you want.  is a question that ask if a class is staying on schedule, do they have the materials they need, or When is the best time to do something. Teamwork is another type of question that focus on team members and their group work. Such as, are the team members getting along, is a student carrying too much, or are they able to manage conflict. Understanding is a type of question that observes teams at work. It ask if a student thought about the work before they started, or have they considered research. Last type of question is self assessment, which finds out what students are thinking about the project. 

Discussion on the benefits to students when optimizing the use of technology

Students have a lot of benefits when optimizing technology. Some of those benefits are helping students meet learning goals by communicating and reaching out to them. Another benefit is podcast that match students learning speed and needs. Another benefit is you can choose what kind of technology yo want to use. this is very helpful for students and their learning. 

Discussion on the 21st-century skills that can make or break a project

Troubleshooting is a 21st century skill that can make a project because it helps students understand the real-world projects come with challenges. Also, project based earning can make or break a project. Some students get intimidated  about their skills, such as writing and they have to practice and seek help. A teacher skills can make or break a project, a teacher has to be prepared and communicate with students so that they can learn and be successful. With a lack of skills you can break project and with strong skills you can make a project. 

Discussion on how concepts in this chapter relate to your topic/project

Concepts in this chapter relate to my topic "staying healthy, because we have classroom discussion with our team members. We also ask questions for checking in so that we can improve and enhance our skills, and also pay attention when things are not working very well. 

Reflection 7 (Allison Burt)

Allison Burt

Reflection 7

1. Description of the levels of classroom discussions.

There are three different levels of classroom discussions during project implementation including: teacher to teacher, student to student, and teacher to student. Teacher to teacher is when a teacher and their colleague will collaborate and touch base with what they observe the students are doing and what concepts they may have to revisit with them. The teacher and their colleague may discuss what their lesson will be on for the following day and how they are going to assess their students. Student to student is when students within a group or among others will communicate and be reflective with their progress with their project. During student to student the teacher will be a “bystander” and listen in on the team members’ discussion.  The teacher should model how to give constructive feedback and allow the students to practice. Teacher to student discussions happens occasionally if you need to teach a new concept or make an important announcement.  Sometimes you may lead the class in a discussion to make sure they are grasping the concept. For the most part, as a teacher you will be circulating the classroom and asking students higher-order questions to challenge them.

2. Discussion on the questions for “checking in” on students during a project.

There are different types of questions teachers can ask students to frame their thinking based upon: procedural, teamwork, understanding, and self-assessment. Teachers need to be asking meaningful questions to their students to be informed with what direction the students are going with their projects. Before teachers ask questions, they should make sure the types of questions they ask are based on the information you want to get from them.

1.      Procedural- questions that track student progress.

“Are we staying on schedule?” (p. 118)

2.      Teamwork- questions that are reflective on team dynamics

“Is one student carrying too much of the load for the whole team?” (p. 118)

3.      Understanding-the teacher should be aware of teams progress and listen in on student conversations. The teachers may re-direct students by giving them resources if they are off track.

“Have you considered this research?” (p. 118)

4.      Self-assessment- asking questions based on assessing the team members progress and goals. This also may be students describing any challenges or asking questions for clarification.

 

3. Discussion on the benefits to students when optimizing the use of technology.

Students can benefit from the use of technology by helping them reach their learning goals.  We live in a generation where using technology increases student interest and engagement. Therefore, allow students to choose their technologies to use and help them identify if the technology is helping them reach their learning goals. Technology allows students to expand beyond the classroom and connect with outside resources. These are real life skills that we would be teaching students to do, which is networking. Allowing students to use technology in their projects can help them be more familiar with the tools and get creative.

4. Discussion on the 21st-century skills that can make or break a project.

Troubleshooting and teamwork are two 21^st-century skills that can make or break a project. Troubleshooting happens in a real life experience outside the “traditional” classroom. It’s important for teachers to teach students strategies to help team members get back on track if the project is failing.  A teacher should help students understand that failure happens and there is always room to grow. Teamwork is another skill that can lead your project to either success or failure. Teachers need to teach students how to problem solve when conflict arises within their group. An important element is formal assessment, which allows student to evaluate their peers following a rubric. Students may also assess themselves describing their skills they have to contribute to the team. Also students should be aware of students they may work with from different cultures. Getting to know your group members will make it easier to understand why people do things in a certain way, which will reflect on your project.

5. Discussion on how concepts in this chapter relate to your topic/project.

As my group is working on specific projects we will ask each other questions for clarification. This may involve discussing topics for the lesson plan or digital story so we don’t choose the same. The questions we are asking allows us to “check-in” with each other and get the information we need to keep moving along. We are also optimizing different tools in our project. For example, making a podcast for parents to inform them of what we have been doing and talking about our staying healthy workshop. We often engage in student to student classroom discussions to keep us on the right track and help one another on different tasks.

 

 

Reading Reflection #6 Cameron McCririe


Discuss how technology tools can encourage students to be reflective and evaluate their own strengths.

Some tools that can be used are blogs and online surveys. Through blogs students can talk about their ideas and have other students comment on them to encourage communication in the classroom. Surveys can be used for group members to individually gather information and then later pool their surveys together to get data.



Describe several ways in which you can get students' minds ready for a project.

Some ways to get students' minds ready for a project would be to have them write KWL charts, watch a movie that is related to the topic, and asking them to ask friends and family about the topic and see what kind of information they can gather using those resources.



Discuss the elements of teaching fundamentals first

The elements of teaching fundamentals are to set up the stage for inquiry and sharing the assessment rubric. Getting students to ask questions instead of just solving a problem is the first step in achieving the stage for inquiry and will engage more students through this method. Having students understand what they are being graded on is also important for the teacher and the students to have an agreement on what is being assessed.



Describe the important steps in preparing students for using technology in project.

The important steps in preparing students for using technology are to set up a technology playground, introduce project management tools, demonstrate how to use the technology, and to always collaborate with the technology specialist so the students and you are not wasting time.




Discuss ways to promote inquiry and deep learning

Some ways to promote inquiry and deep learning are to have students brainstorm about the topic and if it connects with any other subject area such as social studies, science, math, etc, and guided inquiry where you ask students, "which one", "how", "should", and "why". These types of questions allow students to dive further into questioning and eventually finding their own answers.



Discussion on how concepts in this chapter relate to your topic/project.

These concepts in this chapter relate to out topic of Staying Healthy because in our workshop we have many different booths containing different information that some students may already have information about and some that do not. From this we can begin to give them more information and have them leave to share and explore more about the booth topic. 

Reading Reflection 6 Ishara Brent

Discuss how technology tools can encourage students to be reflective and evaluate their own strengths

Technology tools can encourage students to be reflective and evaluate their own strengths through blogs that offer students space where they can reflect over time about what they are learning. ProfilerPro also helps students evaluate their own strengths because it allows students to identify their learning characteristics and members of a group. Survey monkey also can encourage students to be reflective and evaluate their own strengths because teachers can use the results to help students see how their self-assessment compares to the larger group.

Describe several ways in which you can get students' minds ready for a project

You can get students minds ready for a project with a Know-Wonder-Learn activity. Teachers can start their project idea is fun when presenting it to the students. This helps get their attention and giving the idea time to settle in their imaginations. Students can also get their minds ready for a project by by exploring the topic and discussing it with friends and family. Excitement is another way to get students minds ready for a project. If they have something to look up to, they will be more ready to do research and prepare for the project. Visitors also helps students get their mind ready for a project because visitors can really kickoff the project.

Discuss the elements of teaching fundamentals first

Students needs knowledge and skills in order to work with a degree of independence in their investigation. Students should know facts, history, and have done research before starting a project. Elements such as getting to the inquiry stage, so that students can be driven and investigate like real scientists do. Another element is using cutting edge technology, by introducing students to online collaboration, video production, and other skills before the project. Teaching fundamentals first, helps prepare students for the real work. The two fundamentals are Set the Stage for Independent Inquiry and Share the Assessment Rubric. The rubric shows students what performance looks like through a qualitative description of each rating.

Describe the important steps in preparing students for using technology in project.

Technology is not the project, but rather how the projects gets done correctly.The first step is set up a Technology Playground. This sets up technology opportunities for students to learn by and among themselves by providing the environment. Second step is Tap Student Expertise, this includes setting up computer stations, each with one tool students will use in the project, such as, an online database at one station, presentation software on another,and a shared wiki on another.  The third step is Introduce Project-Management Tools, this includes a log or a checklist where students track tasks they have completed.The last step is Demonstrate this includes demonstrating the use of technology.

Discuss ways to promote inquiry and deep learning

A couple ways to promote inquiry and deep learning is questions and answers and combining all subjects. To promote deep learning students should understand certain topic such as economics, health, money, and relationships. Another way to promote inquiry is asking questions, such as which one, how, what if, should, and why.

Discussion on how concepts in this chapter relate to your topic/project

These concepts relate to our topic, Staying Healthy, because we test our knowledge and use inquiry all the time. We continue to learn from each other and others. We also get our minds right for each project by getting excited and eager to learn more.

Reflection 6 (Allison Burt)

Allison Burt

Reflection 6

1. Discuss how technology tools can encourage students to be reflective and evaluate their own strengths.

Technology tools including blogs and online surveys can encourage students to be self-reflective. Students can use blogs to continuously evaluate and write about the process of the project. They can express what is going well and what needs polishing for their projects.  Online surveys can be useful to see how group members are doing on their individual tasks. Then students will compare with other group members responses and reflect based upon that information. Surveys allow the group members to be able to gather information regarding individual strengths and weaknesses.

2. Describe several ways in which you can get students’ minds ready for a project.

First, before kicking off a project allow students time to think about the possibilities they can do for their projects. A good idea requires “thinking” time. Students should be researching their ideas using technology based on the focus topic. Teachers should be networking with other resources so students can engage in real-life experiences related to the topic. The teacher can invite or contact outside resources/guests to inspire the students and spark their thinking on the focused topic. The teacher should encourage their students to think outside the box by asking higher order of thinking questions. Teachers may use google earth or Flickr to present information prior to their project. Teachers should discuss the topic daily to track students’ progress on their ideas regarding the focus topic. Make sure you give them choices and direct them to “rich” resources.

3. Discuss the elements of teaching fundamentals first.

Teachers should recognize that a complicated project working with unfamiliar software tools should not be placed at the beginning of the school year or semester. It should be a gradual incline of complexity by building on prior knowledge. Students need an abundance of practice to be able to apply complicated tools within their projects. Teachers had stated in the text that they had their students working on different elements of a larger project for a year before doing a complicated project.

4. Describe the important steps in preparing students for using technology in project.

Teachers should, “Set Up a Technology Playground” for their students. This allows students to interact with their peers to learn from each other the new technology they will be using. Also involve parents as well because they can be updated on recent technology and what their child is doing in their class. Allow students who do well and enjoy exploring new technology to be training their classmates. Stations are an excellent way to demonstrate and familiarize the class with different tech tools they will be using. Students who are able to play and do hands-on activities with new tools will become more comfortable by time they tackle a difficult project. The more exposure the better off students will be. Also demonstrate the new tools by inviting a technology specialist in to introduce and explain how it works. Make sure your students know your expectations involving the specific tools. Handing out a rubric ahead of time and thoroughly explaining it will give them a clear understanding of the project.

5. Discuss ways to promote inquiry and deep learning.

Brainstorming as a class is one way to come up with different perspectives on a given topic. A teacher should encourage their students to look beyond one area of study such as science, and include all academic areas such as math, literature, and art. Having a combination of areas of study allows students to think in multiple dimensions. In the text it states, “Guide students toward skill questioning by imagining what practitioners or experts might ask” (p 108). This is a great point because teachers should challenge their students to come up with higher order thinking questions instead of based solely on facts.

Types of Questions (pages 108-110):

“Which one”- collect information, make informed decisions

“How”-understand problems

“What if”-use the knowledge they have to create a hypothesis

“Should”-making moral or practical decisions

“Why”-understand cause and effect

6. Discussion on how concepts in this chapter relate to your topic/project.

With our staying healthy workshop project we had recently integrated technology that some of us was not as familiar with. At first, everyone got a chance to practice using the tool when we first got introduced to it. It really helped in understanding the different elements we needed for the podcast. For example, the podcast we had created we had to work collaboratively to make it work. The team member that was most tech savvy was able to put together the technical parts of the podcast whereas the other team members worked on the script or other parts of the project to make it happen.  This relates to the chapter because it discussed that the teacher should allow time for playing and practicing with the new tools introduced. Also a rubric was clearly explained and posted regarding the project. Our group had a clear understanding of the expectations.

Reflection #6: Lexie Sittsamer

Covers Chapter 6, Project Launch -- Implementation Strategies, of Reinventing Project-Based Learning, p. 93 to 112.

Discuss how technology tools can encourage students to be reflective and evaluate their own strengths. (p.95-96)

• blogging -- reflect through learning process
• ProfilerPRO -- survey --> identify: interests, strengths, and weaknesses
• SurveyMonkey / Zoomerang -- online surveys
• **all are self-assessment in comparison to whole class  

Describe several ways in which you can get students’ minds ready for a project. (p. 96-99)

• prior learning assessment 
• KWL (Know, What to know, Learned)
• free write on topics of interest
• text set available on topics of interest
• watch a movie / YouTube video on topic of interest

Discuss the elements of teaching fundamentals first. (p. 100-101)

• If students don't know how to preform a skill the project won't be able to be completed successfully. 
• When students start the project, they should not be surprised by any of the project requirements. 
• The rubric should be given and discussed with students at the start of the project; and work out any of the kinks. 

Describe the important steps in preparing students for using technology in project. (p. 101-103)

• Access to technology
• Making sure it all works
• Lesson on how to use the technology that will be used as apart of the project
• Approval / License to use technologies / programs

Discuss ways to promote inquiry and deep learning. (p. 100-101)

• Steps along the process
• Asses learning along the way 
• KWL (Know, What to know, Learned)
• Reflect on learning and thinking

Discussion on how concepts in this chapter relate to your topic/project. 

• what students know
• what students want to know
• at the end of the project, students will know what they wanted to learn

Digital Story Topics

Allison: Planting Veggies
Cameron: Exercises from Tokyo, Japan
Ishira: Diet Plan
Lexie: Healthy Lifestyle ~ What makes a recipe healthy.

Concept Map -- Edit #2

Reading Reflection 5 Ishara Brent

Discussion on the items that should be considered before starting a project with students

The items that should be considered before starting a project are the access to technology. It is important that teachers provide access and expand knowledge on technology to start a project. Another thing to consider is access to experts to answer questions. Students need to engage with experts because they can provide information that is relevant to the project. Other experts and specialist can also be helpful when starting a project. They can help students discrete skills. Dividing responsibilities is something to consider before starting a project because you learn individuals strengths and how they can help strengthen the project.

Discussion on teachers and students management needs

Some of teachers' project management needs include tools for communicating with students and others about the project, methods for getting resources for students, structures that support a productive learning environment, and assessment tools and strategies. Some of student project-management needs include methods for seeking assistance, collaboration tools, and ways to get and use feedback on their work. Theses needs help start and finish a project and focus on technology.

Discuss some of the technology applications that should be considered for use in a project 

Some of the technology applications that should be considered for use in a project are a wiki because it connects with others and helps students learn from different resources. Another technology application is a blog, because it helps communicate progress and milestones. Drupal and Textpatterns is a technology application that provides web collaboration.

Discussion on how concepts in this chapter relate to your topic/project

This chapter relates to our topic, staying healthy, because it provides information needed to start a project. We gave responsibilities to each group member so that our group can do well on assignments. We also use Web applications like a blog, to connect with others and show our progress.

Reflection #5: Lexie Sittsamer

Covers Chapter 5, Project Management Strategies for Teachers and Learners, of Reinventing Project-Based Learning, p. 75 to 91.

1. Discussion on the items that should be considered before starting a project with students.

• Resources available
• Interest(s)
• Time available
• Students educational needs
• Technology
• etc...

2. Discussion on teachers’ and students’ management needs.

• Organizational needs
• Effectiveness
• Support needed
• Outline / check box sheet
• What is needed from others
• etc...

3. Discuss some of the technology applications that should be considered for use in a project.

• "tools for communicating with students and others about the project" (page 84)
• "tools of making milestones and events visible and for notifying students when changes occur" (page 84)
• "methods for getting resources to students" (page 84)
• "systems for managing work products" (page 84)
• "structures that support a productive learning environment in which teams and individuals are engaged in a variety of learning tasks at the same time" (page 84)
• "assessment tools and strategies" (page 84)

4. Discussion on how concepts in this chapter relate to your topic/project.

Before assignment is handed out, ensure: 

• that the project will work out
• what is needed from others for project
• will it be effective
• what technology is needed
• etc...

Reflection 5 (Allison Burt)

Allison Burt

Reflection 5

1. Discussion on the items that should be considered before starting a project with students.

Before starting a project with students be resourceful. Find out what materials you will need to implement the project. Use community resources to support the project. Select the right technology tools that will be beneficial for your students. Always ask yourself, “Will this tool benefit my students?” If your project involves talking to professionals/experts you need to make sure you have a list of contacts and plan accordingly. It is great to involve many different disciplines when working on a project. Also you should consider talking to specialists at your school when integrating technology or finding resources. They could actually come in to share about resources that the students could use for their project. If there are people who you want to talk to in another country figure out how you could skype them and who to contact. This will bring diversity into the project.

2. Discussion on teachers’ and students’ management needs.

Effective time management skills involve using a project calendar for your students. In the text it mentions a teacher may use a magnetic or online calendar for their students. Also chunking the bigger projects into smaller deadlines will ease the stress. Time management is so important to establish in school, because it is a real-life skill you will need. Also teachers can post all the assignments for the project online where students can access it at any time. All their projects can be turned in online to easily access who has turned in what. Setting up an online environment limits confusion because deadlines are clearly stated. Also you can put rubrics and detailed descriptions of what the project entails. Overall, it is an easier way of communication.

Team planning is also important when managing student needs. Teachers should consider pairing up students with different strengths and mixing up people they normally don’t work with. When students are going about different stages of their projects the teacher should be observing what is working and what is not.

Here are example questions to self-reflect (p. 79)

In these shifting contexts, how will you ensure that all students are challenged?

How will you ensure that students take seriously their responsibility for the team’s success?

Also, when you are managing you classroom and groups are made have the groups sign a contract of expectations. This ensures that team members will work as a team and put forth their best effort. If not, there are consequences.

Doing assessment activities will help your students monitor their progress with their project. This means students are practicing “self-assessment.” It enables students to know where they stand when completing a project.

3. Discuss some of the technology applications that should be considered for use in a project.

A teacher could use Web-based applications including wiki, a blog, or a Web-based “desktop” application (p 87). A wiki is used to share information online through a page. They can add web links to other sites that will further explain the content. Additionally, people can collaborate by writing and putting together information for future publications. A blog is an excellent application to use for communication purposes. There is one person who creates the blog and then they will add you to be able to post. However, anyone can comment on your blog. Lastly, build a “desktop” application that all your students can use. This includes tabs of links, search engines, news, discussions, or anything relevant for use in your project.

4. Discussion on how concepts in this chapter relate to your topic/project.

Before my group started working on our project with the topic, staying healthy we had to sign a contract. This chapter had discussed the importance of having your group members sign a contract to be on the same page. For PBL you need to have an established set of boundaries, because it is so essential to work with others to meet deadlines. This contract should describe the responsibilities for all group members and have consequences if a group member decides to not do their work.

Another aspect is the use of a blog. We use a blog weekly for communication purposes with our staying healthy workshop. It is a quick and easy way to communicate with your group members.

 

 

 

Reflection #4: Lexie Sittsamer

Covers Chapter 4, Strategies for Discovery, of Reinventing Project-Based Learning, p. 59 to 74.

1. Discuss the potential pitfalls in project design. (p. 60-62)

• "Long on activity, short on learning outcomes." ~ All PBL should be meaningful. If a PBL carries on for a while, and doesn't supply leaning outcomes from the experience; it isn't worth the time / energy.
• "Technology layered over traditional practice." ~ Having students use technology to present research, doesn't guarantee the information to be any better. 
• "Trivial thematic units." ~ Themes do not equal PBL. PBL can be themed but isn't always themed.
• "Overly scripted with many, many steps." ~ PBL doesn't need to have complex steps to make the program, PBL. 

2. Discuss the features of a good project. (p. 64-65)

Combination of:

• hands on,
• students gain from experience,
• possible,
• student involved,
• across-the-board learning,
• and more!

3. Discuss where project ideas come from. (p. 65 - 66)

• student interests,
• topic of study,
• news / life related,
• holiday / season,
• question from student,
• and more!

4. Discuss the steps to design a project. (p. 64, 67)

• objectives / standardizes,
• what you want students to gain / learn,
• who is involved,
• what is involved, 
• where is PBL taking place,
• when is PBL taking place,
• and more!

5. Discussion on how concepts in this chapter relate to your topic/project.

• students can use a healthy living topic for final presentation at workshop,
• students should choose a meaningful topic for final presentation at workshop,
• students should gain experience from PBL for final presentation at workshop,
• student should present information learned in a meaningful form for final presentation at workshop,
• and more!

Reading Reflection #4 Cameron McCririe

Discuss the potential pitfalls in project design.

Some potential pitfalls of project design are:

1. long on activity, short on learning outcomes- If the project is busy and long but only reaches small or lower-order thinking aims.

2. technology layered over traditional practice- Having the students research a topic on the internet and then have them present it using a slideshow from a computer.

3. trivial thematic units- Having a theme that is not interdisciplinary, collaborative, or rigorous for the students. 

4. overly scripted with many steps- Giving students a project that may have too little steps or too many steps that do not allow for critical thinking or decision making. 

Discuss the features of a good project.

The features of a good project all share the same qualities:

1. Loosely designed with the possibility of different leaning paths

2. Generative, causing students to construct meaning

3. Center on a driving question for structured inquiry

4. Captures students interests through real life experiences

5. Realistic and cross multiple disciplines

6. Reaches beyond school to others

7. Tap into rich data or primary sources

8. Structured so students can learn with and from others

9. Students work as inquiring experts might

10. Have 21st century skills and literacies

11. Get at important learning dispositions like persistence, risk taking, confidence, self reflection, and cooperation. 

12. Students learn by doing

Discuss where project ideas come from.

Project ideas can come from anywhere inside and outside of the classroom. Connecting history with current events can be an example of a project and finding out what students like to do can be a great writing project to allow them to express themselves. As long as the project involves students to critically think the project will be a good one.

Discuss the steps to design a project.

There are 4 steps to design a project. 

The first step is to revisit the framework. This means look over the learning objectives for the project and make sure they align with the disciplines. You must also consider what 21 century skills you want to use in the project.

The second step is to establish evidence of understanding and think of what students might be able to do when they have learned.

The third step is to "plan the vehicle". This means to think about what students might inquire about the project.

the last step is plan entree into project experience. What will you do before the project to get the students excited and interested to begin the project. 

Discussion on how concepts in this chapter relate to your project.

Our topic of staying healthy relates to this chapter because we have a topic that captures students attention through real life experiences and has students learning by doing in our activities workshop.

Reflection 4 (Allison Burt)

Allison Burt

Reflection 4
 

Discuss the potential pitfalls in project design.

1.       One potential pitfall stated in the text is long on activity, short on learning outcomes. You want to make a project worthwhile, rather than wasting time. The more learning outcomes the student can gain from the project the more effective it is. Another is technology layered over traditional practice.  Technology should be implemented into your project, but in a way that will help you grow in your learning through collaboration and accessing “rich” resources (p 61). Trivial thematic units can also be a potential pitfall. Using a theme for (PBL) can really help you integrate and make connections, although do not just use trivial themes.  The teacher has to provide a structure to incorporate other disciplines within one theme to have your students develop higher order of thinking skills. The last potential pitfall is overly scripted with many, many steps. The teacher should not overwhelm students with many steps, but allow them to make their own decisions regarding what aspects is important to the topic. It is exciting when you can see your students make informed decisions while working on their project. A teacher should give their students room to explore, rather than closing boundaries for exploring.

Discuss the features of a good project.

2.       A good project features (p 65): Some of the examples in text.

-          Are loosely designed with the possibility of different learning paths: This allows you to develop higher order thinking skills.

-          Are realistic, and therefore cross multiple disciplines: Involving multiple disciplines allows you to get input from a variety of resources. It helps you to expand your scope and make connections.

-          Reach beyond school to involve others: If you are doing a project involving data, go out in the community and collect.

-          Have students learn by doing: Students need to be actively involved and do hands-on activities within their project.

-          Self-reflective: Students will be able to self-reflect throughout the process of the project. This is an important skill to do while trying to improve aspects of your project.

Discuss where project ideas come from.

3.       A teacher is constantly looking for more ideas and exciting projects they can add to their classrooms. They may do this simply by collaborating with other teachers within their school or through networking. Secondly, through current issues in the news. This can be implemented into a project. By knowing your students you can use projects based on their interests. Also a teacher can use google earth within their projects to integrate technology.

Discuss the steps to design a project.

4.       First step is to revisit the framework. Make sure you know what your goal is when designing your project. Make sure your objectives align with your goal and always be self-reflective.

The second step is to establish evidence of understanding. The purpose of designing a good project is having your students be able to take away information from doing the project.

 

Third, plan the “vehicle.” Make sure you are designing a project that will be interesting and keep students engaged. Also implement “true-to-life” connections to help them grow in their learning.

 

 Lastly, plan entrée into the project experience.  Be thinking about what your “attention getter” to draw students’ excitement for the project.
 

Discussion on how concepts in this chapter relate to your topic/project.

5.       This chapter relates to our project staying healthy because we have good features. We  are incorporating multiple disciplines for our end celebration, the staying healthy workshop. We are inviting doctors, dieticians, and trainers. We are also using technology to spread the word about our workshop. This includes a blog, google earth, and podcast.

 

 

 

 

 

 

 

 

 

 

Reflection 4 Ishara Brent

Discuss the potential pitfalls in project design

There are many pitfalls in project design that teachers and students need to watch for. They are Long on activity, short on learning outcomes which is not worth  investing time in if the project is busy and long but reaches lower-order learning aims. Technology layered over traditional practice is another thing to watch for because researching a topic and presenting on a slideshow is not a quality project. Good projects focus on reaching significant learning outcomes. Trivial thematic units is another potential pitfall. Work must be interdisciplinary, collaborative, or rigorous. Another potential pitfall is overly scripted with many, many steps because teachers have to be careful that students don't end with a "cookie cutter" work product because they are able to get the same results without following all the directions.

Discuss the features of a good project

The features of  a good project have different learning paths and are loosely designed, structured for inquiry, captures student interest through complex and compelling real-life experiences, involves others, have students learn by doing, and and are structured so that students learn form each other. There are many more features, but these are the features that stand out when you read them because you can relate when doing a previous project in a certain class.

Discuss where project ideas come from

Project Ideas can come from everywhere. In classrooms, from other projects, books, contemporary issues, student questions and interest, and news stories. Project ideas are whatever a student or teacher is interested in researching or teaching.

Discuss the steps to design a project

The steps to designing a project is
1. Revisit the framework. This includes 21st century skills, learning objectives, and learning dispositions you want to foster.
2. Establish evidence of understanding
3. Plan the project theme or challenge. Think about what do students inquire  about
4. Plan the entree into the project experience . This helps get the students attention.
Last but not least, you write a project sketch. Which is a brief account of your project.

Discussion on how concepts in this chapter relate to your topic/project.

Chapter four relates to our topic staying healthy, because we also have steps to help students, teachers, and parents. Our steps involve staying healthy and creating a healthy lifestyle. We also use features to create a good project for students.

Reading Reflection #3 Cameron McCririe

Discussion on what should be considered in finding the "Big Idea" for a project

Scanning the table of contents of the teaching guides will help in identifying which big ideas you want students to know relating to the topic. reviewing the curriculum standards for your subjects is also important since if the teacher cannot find the standard that fits into the lesson, their students will become lost in understanding the significance of the lesson and the ideas that go along with it. Being able to connect the ideas with real world application must also be considered. Allowing students to make real world connections to their life makes learning more active and worthwhile.


Discussion on the 21st Century skills

Using specific words associated with higher order thinking in Bloom's Taxonomy of Educational Objectives. Using the words analyze, evaluate, create justify, and design are all words that can be used in 21 Century skills for helping students become higher order and critical thinkers.


Discussion on the 21st Century literacy

Students are expected to become independent learners with 21 Century literacy. With this expectation, the students will become aware an productive citizens. Students are given real world problems that pertain to each subject that will help them to become better critical thinkers and problem solvers.

Discussion on each of the essential learning functions

Ubiquity: Allowing the students to learn inside and outside the classroom all the time

Deep Learning: Instead of having students look at second hand resources on the web, have them research primary sources and make sense of the "raw" data.

Making Things Visible and Discussable: Giving students the visual aids they need to identify and then draw ideas that can be discussed in the classroom. This gives students the opportunity to share ideas and suggestions with one another.

Expressing Ourselves, Sharing Ideas, Building Community:Using different types of programs to allow for ideas to be shared with one another.

Collaboration-Teaching and Learning with Others: Using wikis, google docs, Skype.

Research: Having students understand how to conduct research and using the filter tool to help them narrow their searches down.

Project Management-Planning and Organization: Web-based home pages so students don't waste time typing in a search engine. Anything that can be used to help cut down time in students research.

Reflection and Iteration: Using blogs or wikis to help look back on your work and revise if they choose to.

Discussion on how concepts in this chapter relate to your topic/project

When researching ways to become healthier, students and adult can come across many fake and misleading articles written by people who may not have the knowledge to be giving advise. Identifying primary sources is a big concept in finding reliable information on how to stay healthy. Another would be the sharing of ideas to one another. Not everyone will have all the answers to staying healthy and that is why sharing of ideas is a concept that relates to our topic.

Lesson Plan Topics

Hi group members-

I will be doing my lesson plan on the (5) food groups/serving sizes. The class will individually be researching and developing a poster about one of the food groups, which they will be assigned to. Students will then gather with other students with the same food group and each present their own findings to rest of class.

Allison Burt

---

For my lesson plan, I will be focusing on healthy lifestyle. The class will research healthy recipes and will learn what makes a recipe healthy or not. Students will gather at least three recipes and will get the opportunity to earn extra credit for those who bring in a healthy dish.
Lexie Sittsamer

Reflection #3: Lexie Sittsamer

Covers Chapter 3, Imagining the Possibilities, in Reinventing Project-Based Learning, p. 42 to 58.

Discussion on what should be considered in finding “the Big Idea” for a project.

• "What big ideas, what core concepts and processes, should students know after studying with you?" (Page 43: Reinventing Project-Based Learning)
• "If your students understood or could do just two or three things, what would those be?" (Page 43: Reinventing Project-Based Learning)
• Teacher
• Learner
• Materials/Supplies available
• Time frame
• Topics of study 

Discussion on the 2lst Century skills.

• "The more complex and important an idea, the better suited it is for the 21st-century project treatment." (Page 43: Reinventing Project-Based Learning) 
• "Think beyond subject mastery to the important skills, attitudes, and habits of mind your project might involve." (Page 47: Reinventing Project-Based Learning)
• Analyze: details
• Evaluate: discuss 
• Create: process

Discussion on the 21st Century literacies.

• NETS*S
• American School Library Association (ASLA)
• Accomplishments
• Cost
• Learner
• Core Subjects
• 21st-Century Content
• Learning and Thinking Skills
• Information and Communications Technology Literacy
• Life Skills
• New ways (innovation)
• Materials/Supplies available
• "...learning to be independent, aware, and productive citizens." (Page 49: Reinventing Project-Based Learning)
• Skills

Discussion on each of the essential learning functions.

1. Ubiquity: Learning Inside and Outside the Classroom, and All the Time ~ Students --> more mobile and learn, anytime/anywhere.
2. Deep Learning ~ Research, find, make sense of information found.
3. Making Things Visible and Discussable ~ show vs. tell. Using available resources. 
4. Expressing Ourselves, Sharing Ideas, Building Community ~ students using internet to "express their ideas and build society around shared interests." (Page 55: Reinventing Project-Based Learning)
5. Collaboration -- Teaching and Learning with Others ~ work with others
6. Research ~ reliable sources
7. Project Management: Planning and Organization ~ "...project management helps students manage time, work, sources, feedback from others, drafts, and products during projects." (Page 55: Reinventing Project-Based Learning)
8. Reflection and Iteration ~ reflect on research --> final project

Discussion on how concepts in this chapter relate to your topic/project.

• All the steps that are described in this chapter and above, are steps that are apart of PBI (project based learning). In our group project, we can incorporate these steps.