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.