There are several levels of classroom discussion. These levels include teacher to teacher, student to student, and teacher to student. Teachers often work with each other while planning a project, and this should be no different while the students are in the process of completing the project. This interaction can be face to face, or over a blog or wiki if face to face contact isn't possible. It is important to remind students of the benefits of communicating with their group members while working on a project. Students can learn from each other and challenge each other the more they communicate with each other. Whole group discussions will likely lessen while using project based learning as opposed to having a lecture based class.
There are several types of "checking in" questions that can be asked while completing a project. Procedural questions focus on really keeping students on track. You can ask students questions such as "are you staying on schedule?" or "do we have the right materials available?". Teamwork questions are based on just that, teamwork. These types of questions give teachers an opportunity to assess team dynamics. It is also important to give students a safe place to express concerns about team members, such as a journal that nobody else will see. Understanding questions can be used to see student work in progress. This will help determine if students are going off task or using faulty information. This also gives teachers an opportunity to encourage students to push themselves when you see students that may be able to go beyond the expectations. Self-assessment questions are used to find out what students are thinking about the project. Project journals or blogs can be helpful as they give students a place to describe struggles or frustrations they may have had when completing the project.
There are several benefits to students of optimizing technology when completing a project. Some of these benefits include helping students reach learning goals, helping students stay organized, and using technology to expand their horizons by connecting to outside experts or a broader community.
Troubleshooting is a 21st-century skill that can make or break a project. Students will quickly learn that real-world projects come with real-world challenges. Teamwork is another 21st-century skill that can make or break a project. It is important that as a teacher you keep an eye on team dynamics. When you suspect an issue in a team, it is important to help students learn to manage their own team conflicts.
These concepts relate to our project of creating a living museum. Students will be working together so it will be important to make sure the teams are working well with each other. I also found the "checking in" questions to be very helpful. They seem like something that would help students without giving too much away.
Wednesday, October 31, 2012
Thursday, October 25, 2012
Chapter 6: Project Launch -- Implementation Strategies
The use of technology in Project-based Learning can help students be reflective and evaluate their own strengths. From the beginning, let students know that you are relying on them to be a gauge of their own progress, their strengths and weaknesses, and what and how their learning. Modeling reflection and self-evaluation for students early and often makes the tasks second-nature in time, and will be an automatic habit for students. Using technology such as blogs (or other online means to create reflection journals) helps students organize and keep track of their thoughts.
In order to prepare student minds for a project, using a K-W-L activity can direct a mindset and encourage students to really consider what they Know, what they Wonder, and what they want to Learn about a topic or subject. Activities like this get students excited about learning and making inquiries as a teacher introduces an idea, then comes back to it over the course of a few days for just a minute or two. Students become intrigued by the subtle mystery, and soon genuine interest takes root.
Sometimes, when introducing a new idea or topic to students, it is important to consider what prerequisite skills students might need in order to get the full benefit of learning (as well as avoiding halts in the project). As the project is being structured, it is important to think about what students should already be familiar with in order to grasp the new subject. This ensures that students will jump into the inquiry phase of the project more readily than if they had no prior knowledge of the topic.
When introducing the technology that you'd like to implement in the project, some prior knowledge is generally important in this area as well (for students and teachers alike). Know what resources are available, what will work most effectively toward the end goal of the project, and what functions the technology will play in the project. If there are students that know more about a particular technology, allow them to help teach others. Again, know what tools students are familiar with, and what might need to be refreshed or introduced before the project begins.
The goal of any project is that students end the project knowing more than they did previously. Creating a list of primary learning outcomes allows for a checklist of measurable acquired knowledge that guides both students and teachers as it assesses learning. The guiding of students by teachers also helps point students in the right direction. Implementing guiding questions that use what, which, why, should, and how aid students by giving them a place to start when deciphering material.
This chapter relates to our project because it gives us useful tools for guiding student thinking, as well as our own. Sometimes, even teachers get mentally blocked and don't know what to do next. Once again, this book shows us where to expend energy when it comes to preparing ourselves and our class to tackle a project (i.e., making sure students have the prior knowledge to get the most out of the project).
In order to prepare student minds for a project, using a K-W-L activity can direct a mindset and encourage students to really consider what they Know, what they Wonder, and what they want to Learn about a topic or subject. Activities like this get students excited about learning and making inquiries as a teacher introduces an idea, then comes back to it over the course of a few days for just a minute or two. Students become intrigued by the subtle mystery, and soon genuine interest takes root.
Sometimes, when introducing a new idea or topic to students, it is important to consider what prerequisite skills students might need in order to get the full benefit of learning (as well as avoiding halts in the project). As the project is being structured, it is important to think about what students should already be familiar with in order to grasp the new subject. This ensures that students will jump into the inquiry phase of the project more readily than if they had no prior knowledge of the topic.
When introducing the technology that you'd like to implement in the project, some prior knowledge is generally important in this area as well (for students and teachers alike). Know what resources are available, what will work most effectively toward the end goal of the project, and what functions the technology will play in the project. If there are students that know more about a particular technology, allow them to help teach others. Again, know what tools students are familiar with, and what might need to be refreshed or introduced before the project begins.
The goal of any project is that students end the project knowing more than they did previously. Creating a list of primary learning outcomes allows for a checklist of measurable acquired knowledge that guides both students and teachers as it assesses learning. The guiding of students by teachers also helps point students in the right direction. Implementing guiding questions that use what, which, why, should, and how aid students by giving them a place to start when deciphering material.
This chapter relates to our project because it gives us useful tools for guiding student thinking, as well as our own. Sometimes, even teachers get mentally blocked and don't know what to do next. Once again, this book shows us where to expend energy when it comes to preparing ourselves and our class to tackle a project (i.e., making sure students have the prior knowledge to get the most out of the project).
Wednesday, October 24, 2012
Read and Reflect #6
Technology can be very helpful for students in many ways. Blogs offer students a place where they can keep track of and reflect what they are learning over a period of time. An online survey tool such as ProfilerPRO allows you to identify learning characteristics of individuals and also members of a group. SurveyMonkey is a website that allows you to set up online surveys. Students can use these results to track trends and help them see how their self-assessment compares to the larger group.
Some ways to get students' minds ready for a project include getting their attention and giving them time to settle in their imaginations, invite them to open their eyes to the possibilities before digging in, and encouraging students to explore and think about the topic, and to discuss their ideas with friends at at home with family for several days. It is also important to show students the rubric first, as this will give them an idea of what is expected of them.
As a teacher it is important to think about teaching prerequisite knowledge or skills students need in order to work with a degree of independence. The point of doing these projects is so that students can take hold of their learning and be in charge, which inevitably will require a bit of prior knowledge on technology and possibly the topic they are doing the project on.
Some important steps in preparing students for technology include:
Set up a technology playground - Think about how you might set up opportunities for students to learn by and among themselves, rather than just giving them direct instructions on how to use a new technology tool.
Tap student expertise - Let students who may be more technically advanced teach other students in the class.
Introduce project-management tools - Project logs or journals can be very helpful for students. They can use these tools to track what parts of the project they have already completed, and what they have yet to finish. This can also be a helpful tool for the teacher, because if the student is documenting their progress the teacher can find areas where the student is struggling.
Demonstrate - As a teacher, if you are comfortable with the tools your students will use, then demonstrate their use.
Rely on your technology specialist - If you are not familiar with the tools your students will use, that is why there is a technology specialist, so they can assist. You can also collaborate with them to match learning objectives with technologies that help students meet them.
One size fits all-or not - A question to ask yourself is "Does everyone need to master this tool or application?" If the technology will be useful in lifelong learning that answer should be yes. There are also some tools that not every student needs to master, such as setting up a blog. There can be designated jobs in running the blog, rather than everyone knowing exactly how to do everything.
There are several ways to promote inquiry and deep learning. Learning outcomes that all students should understand include:
Some ways to get students' minds ready for a project include getting their attention and giving them time to settle in their imaginations, invite them to open their eyes to the possibilities before digging in, and encouraging students to explore and think about the topic, and to discuss their ideas with friends at at home with family for several days. It is also important to show students the rubric first, as this will give them an idea of what is expected of them.
As a teacher it is important to think about teaching prerequisite knowledge or skills students need in order to work with a degree of independence. The point of doing these projects is so that students can take hold of their learning and be in charge, which inevitably will require a bit of prior knowledge on technology and possibly the topic they are doing the project on.
Some important steps in preparing students for technology include:
Set up a technology playground - Think about how you might set up opportunities for students to learn by and among themselves, rather than just giving them direct instructions on how to use a new technology tool.
Tap student expertise - Let students who may be more technically advanced teach other students in the class.
Introduce project-management tools - Project logs or journals can be very helpful for students. They can use these tools to track what parts of the project they have already completed, and what they have yet to finish. This can also be a helpful tool for the teacher, because if the student is documenting their progress the teacher can find areas where the student is struggling.
Demonstrate - As a teacher, if you are comfortable with the tools your students will use, then demonstrate their use.
Rely on your technology specialist - If you are not familiar with the tools your students will use, that is why there is a technology specialist, so they can assist. You can also collaborate with them to match learning objectives with technologies that help students meet them.
One size fits all-or not - A question to ask yourself is "Does everyone need to master this tool or application?" If the technology will be useful in lifelong learning that answer should be yes. There are also some tools that not every student needs to master, such as setting up a blog. There can be designated jobs in running the blog, rather than everyone knowing exactly how to do everything.
There are several ways to promote inquiry and deep learning. Learning outcomes that all students should understand include:
- There is a relationship between need and opportunity, and between scarcity and abundance
- Money, bartering, and other means of exchange have existed throughout history and across civilizations, and they continue to change
- Modern money has symbolic worth as an exchange medium
- Economics, health, and well-being are related
- Money means different things to different people
- Humans are interdependent
Several of these concepts relate to our project of creating the living museum of Kalamazoo history. Knowing how to prepare students for technology seems to be extremely important. Students will continue to use technology throughout their lives, and technology will be changing as they grow up, so it is important to make sure they are prepared.
Podcast
Hey ladies...apparently our podcast was very hard to hear and the music was hardly heard...so we should maybe figure out a time to see if we can edit that. I will be out of town this weekend but maybe we can work on it a little during class on Monday!
Monday, October 22, 2012
Friday, October 19, 2012
Reading Response-Chapter 5
Before starting a project with your students, or any project really, it's important to know what you need in order for that project to be successful. It is important to know what resources you have already, what resources are available at your school or in your learning community, and what resources are available in your own living community. It is common to go to recycling centers or to find items on sites like Craig's List and find materials needed for the project. It is always important to stay within your budget, teachers are underpaid as it is, no need to spend more money than necessary. Obviously certain aspects that take place during and after the project need to be considered as well, such as assignment due dates, when the project will be finished, and an assessment for the students once the project is over and done with.
Time management is important in any project. A calendar of due dates is both helpful for the students and the teacher, as they know what has been completed, turned in, and what is yet to be done in the project. For projects that are longer, it might be a smart idea to chunk big tasks into smaller and easier to manage tasks. On the calendar it might be a good idea to color code it. For example, mark bigger task due dates in red and smaller task due dates in blue. That way no one gets behind in what needs to be done. Staying organized and on task is a key issue of a project. Some students are better at organizing than others, so it might be a good idea to have at least one of those good organizers in each group, so that way everything will always be accounted for.
Technology can make life so much simpler for everyone involved, when used in the right way. It might be a good idea to put the class due date calendar on Google Calendar, that way it can be accessed when students are at home, and that way the parents know what's going on as well. A blog is another way to keep students and parents up to date on when tasks are due, and parents and students will be able to comment on posts with questions or feedback on certain project aspects.
Our project was something that took great thought because history is not something that is often associated with projects. So, we thought long and hard about what we could teach, how we could teach it, what materials would be needed, and what types of lessons we would teach during the project. We communicate effectively via the blog and e-mail each other if we have questions for one another, which makes our blog more efficient as it is not overrun with personal posts, instead they all have to do with our topic.
Time management is important in any project. A calendar of due dates is both helpful for the students and the teacher, as they know what has been completed, turned in, and what is yet to be done in the project. For projects that are longer, it might be a smart idea to chunk big tasks into smaller and easier to manage tasks. On the calendar it might be a good idea to color code it. For example, mark bigger task due dates in red and smaller task due dates in blue. That way no one gets behind in what needs to be done. Staying organized and on task is a key issue of a project. Some students are better at organizing than others, so it might be a good idea to have at least one of those good organizers in each group, so that way everything will always be accounted for.
Technology can make life so much simpler for everyone involved, when used in the right way. It might be a good idea to put the class due date calendar on Google Calendar, that way it can be accessed when students are at home, and that way the parents know what's going on as well. A blog is another way to keep students and parents up to date on when tasks are due, and parents and students will be able to comment on posts with questions or feedback on certain project aspects.
Our project was something that took great thought because history is not something that is often associated with projects. So, we thought long and hard about what we could teach, how we could teach it, what materials would be needed, and what types of lessons we would teach during the project. We communicate effectively via the blog and e-mail each other if we have questions for one another, which makes our blog more efficient as it is not overrun with personal posts, instead they all have to do with our topic.
Read and Reflect #5
There are several things to consider before starting a project with students. What materials will be needed for the project? It is important to look at what you have and what you need, in order to assure you will have all the resources needed to complete the project. It is important to keep in mind whether or not students will be using technology they are already familiar with or not. Another thing to keep in mind is if your students will need to access experts to answer questions that may come up while working on a project. It is also extremely important to plan for assessment so you can monitor students' progress throughout the project.
Teachers' project management needs include:
- tools for communicating with students and others abut the project
- tools for making milestones and events visible and for notifying students when changes occur
- methods for getting resources to students
- systems for managing work products
- structures that support a productive learning environment in which teams and individuals are engaged in a variety of learning tasks at the same time
- assessment tools and strategies
Students' project management needs include:
- systems and tools that help them manage their time and flow of work
- systems that help students manage materials and control work drafts
- collaborative tools
- methods for seeking assistance
- ways to get and use feedback on their work, through self-reflection, team input, and teacher advice
- ways to work iteratively and to see how parts add up to the whole
Some technology-based applications that should be considered for use in a project include a wiki, a blog, Drupal or Textpattern, and personalized web pages. A wiki is an easily edited Web page. Students are able to edit and change it from wherever they are. A wiki is a great tool to use in collaboration and in a team work project.
There are several topics in this chapter that relate to the group project we are doing. The most important that stood out to me were knowing what resources you have and what you need as well as students' familiarity with technology being used. It is important to consider how you may acquire resources that you don't already have. It is also important to consider the technology you will be using as you may need to plan for some extra time spent going over it if the students have never used it before.
There are several topics in this chapter that relate to the group project we are doing. The most important that stood out to me were knowing what resources you have and what you need as well as students' familiarity with technology being used. It is important to consider how you may acquire resources that you don't already have. It is also important to consider the technology you will be using as you may need to plan for some extra time spent going over it if the students have never used it before.
Chapter 5: Project Management Strategies for Teachers and Learners
When starting a project with students, it's important to consider many items that the project will include. All projects will require materials, and knowing what you will need for a project well ahead of time is vital. Decide what you already have that you can use and what resources you can take advantage of in order to get other things (i.e. your community, parents, etc.). Making a list of resources you will need to utilize is also important. Things such as technology, media specialists, experts in the area of the topic of your project, even places that you might take your class in order to further your project - all of these things should be laid out so that they don't become surprises along the way.
Technology is a very valuable resource in project-based learning. Knowing how, when, and why you're using it in the context of the project is key. For instance, if you have someone the students might need to talk to in order to answer questions or help fulfill an area of the project, knowing how and when you'll need to communicate with this individual is something better prepared ahead of time. What if this expert lives across the country? Will video chat be appropriate for a Q & A? Keeping a variety of people in mind for these sorts of communications ensures that students will have someone available to answer the questions you cannot.
Time management is also a main theme to project-based learning. A structure of how you'll help students self-monitor (as well as how you'll monitor the projects' flow through the intended time frame) is important in order to develop to show students the importance of the characteristic and make it a subconscious part of their routine. The organization of the student groups is also part of this overall time management. Knowing when students will work both together and by themselves on tasks should be part of the outline. The flow of the project will be more smooth when students (and teachers) know what is expected of them, and when students are grouped together in such a way that they work well together.
Assessment is another vital piece of project structure. Assessment allows us to regularly monitor student progress, not only in completion of the project, but how students are understanding the material and what they are taking away from it. Formative assessment allows teachers to assess students' progress throughout the project and therefore fine-tune areas for the whole class and on an individual basis. Allowing both time for assessment, and using a variety of assessment tools is imperative for allowing accommodations for all students should the need arise.
This chapter really furthers our understanding of project-based learning and applies to our own project because it's sending a message: be prepared; expect the unexpected. When we prepare ourselves for any foreseeable circumstance that might come up in our own projects, we can save ourselves time and headaches when some snafu does cross our path. It seems to be a central part to project planning, but one that could probably be easily overlooked had it not been addressed in this chapter.
Technology is a very valuable resource in project-based learning. Knowing how, when, and why you're using it in the context of the project is key. For instance, if you have someone the students might need to talk to in order to answer questions or help fulfill an area of the project, knowing how and when you'll need to communicate with this individual is something better prepared ahead of time. What if this expert lives across the country? Will video chat be appropriate for a Q & A? Keeping a variety of people in mind for these sorts of communications ensures that students will have someone available to answer the questions you cannot.
Time management is also a main theme to project-based learning. A structure of how you'll help students self-monitor (as well as how you'll monitor the projects' flow through the intended time frame) is important in order to develop to show students the importance of the characteristic and make it a subconscious part of their routine. The organization of the student groups is also part of this overall time management. Knowing when students will work both together and by themselves on tasks should be part of the outline. The flow of the project will be more smooth when students (and teachers) know what is expected of them, and when students are grouped together in such a way that they work well together.
Assessment is another vital piece of project structure. Assessment allows us to regularly monitor student progress, not only in completion of the project, but how students are understanding the material and what they are taking away from it. Formative assessment allows teachers to assess students' progress throughout the project and therefore fine-tune areas for the whole class and on an individual basis. Allowing both time for assessment, and using a variety of assessment tools is imperative for allowing accommodations for all students should the need arise.
This chapter really furthers our understanding of project-based learning and applies to our own project because it's sending a message: be prepared; expect the unexpected. When we prepare ourselves for any foreseeable circumstance that might come up in our own projects, we can save ourselves time and headaches when some snafu does cross our path. It seems to be a central part to project planning, but one that could probably be easily overlooked had it not been addressed in this chapter.
Friday, October 12, 2012
Reading Response Chapter 4
1. Common potential project pitfalls are: long on activity, short on learning outcomes, technology layered over traditional practice, trivial thematic units, and overly scripted with many, many steps. Long on activity, short on learning outcomes is where the length of the project exceeds the amount of learning that would be done by the students. Technology layered over traditional practice is just a fancy way of saying "Power Point presentation" and we all know how much students love that phrase. Trivial thematic units involve a common theme in all subjects, like pumpkins or apples in the fall, these are not projects, just lessons with a common theme that don't necessarily provide a new experience to the students. Overly scripted with many, many steps is a difficult pitfall to avoid. As teachers, we want to guide our students, but with project based learning, the reins are handed over to the students when it comes to the learning process. We are here as spring boards and if we provide too many steps, the students will not be able to form their own questions and just follow the steps in order to gain an A on the project.
2. The greatest projects all share common, yet important qualities. These projects:
4. The steps to designing a project are:
2. The greatest projects all share common, yet important qualities. These projects:
- are loosely designed with the possibility of different learning paths
- are generative, causing students to construct meaning
- center on a driving question or are otherwise structured for inquiry
- capture student interest through complex and compelling real-life or simulated experiences
- are realistic, and therefore cross multiple disciplines
- reach beyond school to involve others
- tap rich data or primary sources
- are structured so students learn with and from each other
- have students working as inquiring experts might
- get at 21st-century skills and literacies, including communication, project management, and technology use
- get at important learning dispositions, including persistence, risk-taking, confidence, resilience, self-reflection, and cooperation
- have students learn by doing
4. The steps to designing a project are:
- Revisit the framework
- make a final list of learning objectives for core subjects and allied disciplines
- decide on the specific 21st-century skills you want to address.
- identify learning dispositions you want to foster, such as persistence and reflection
- Establish evidence of understanding. Imagine what students would know or be able to do once they have learned. Imagine how they would be different as learners and as people.
- Plan the "vehicle" (the project theme or challenge). Think: What would students inquire about, do, create?
- Plan entree into the project experience.
5. This entire chapter discusses what to avoid with a project. By telling us what pitfalls to avoid, it is easier to know how to create a good final project for our group. It also provides much detail with which we can create a good final project.
Read and Reflect #4
Some of the pitfalls that come along with project design may include: long on activity, short on learning outcomes; technology layered over traditional practice; trivial thematic units; overly scripted with many, many steps. The point of doing these projects is so that kids will get more out of a lesson than they would by reading or during a lecture. If the student will not learn more by doing the project, it is sort of obsolete. Having a project with several concrete steps can be less helpful for students, as it can lead them to limited and predictable results. It is better to have the student try to come up with a plan that will work for them.
Features of a good project include:
1. Loosely designed with the possibility of different learning paths
2. Generative, causing students to construct meaning
3. Center on a driving question or are otherwise structured for inquiry.
4. Capture student interest through complex and compelling real-life or simulated experiences.
5. Are realistic, and therefore cross multiple disciplines.
6. Reach beyond school to involve others.
7. Tap rich data or primary sources.
8. Are structured so students learn with and from each other.
9. Have students working as inquiring experts might.
10. Get at 21st-century skills and literacies, including communication, project management, and technology use.
11. Get at important learning dispositions, including persistence, risk-taking, confidence, resilience, self-reflrection, and cooperation.
12. Have students learn by doing.
Project ideas can come from many different places. Some of these include: a tried-and-true project with potential for more meaningful, expressive learning; project plans developed by and for other teachers; news stories; contemporary issues; student questions or interests; a classroom irritant put to educational use; a "mashup" of a great idea and a new tool.
The steps to designing a project include:
1. Revisit the framework.
-Make a final list of learning objectives for core subjects and allied disciplines.
-Decide on the specific 21st-century skills you want to address.
-Identify learning dispositions you want to foster.
2. Establish evidence of understanding. Imagine what students would know or be able to do once they have learned.
3. Plan the project theme or challenge. Think about what students would inquire about.
4. Plan entree into the project experience. What are the first things you might say to get students' attention and build excitement for the learning ahead?
Topics in this chapter relate directly to our project. We need to know all of these steps included in creating a project, what may go wrong, where we can get ideas, etc. Essentially we are creating a project for our class that will help them learn in an effective and fun way that they can enjoy. Knowing the different aspects of creating and designing a project will be very helpful for us as we continue to create our own project.
Features of a good project include:
1. Loosely designed with the possibility of different learning paths
2. Generative, causing students to construct meaning
3. Center on a driving question or are otherwise structured for inquiry.
4. Capture student interest through complex and compelling real-life or simulated experiences.
5. Are realistic, and therefore cross multiple disciplines.
6. Reach beyond school to involve others.
7. Tap rich data or primary sources.
8. Are structured so students learn with and from each other.
9. Have students working as inquiring experts might.
10. Get at 21st-century skills and literacies, including communication, project management, and technology use.
11. Get at important learning dispositions, including persistence, risk-taking, confidence, resilience, self-reflrection, and cooperation.
12. Have students learn by doing.
Project ideas can come from many different places. Some of these include: a tried-and-true project with potential for more meaningful, expressive learning; project plans developed by and for other teachers; news stories; contemporary issues; student questions or interests; a classroom irritant put to educational use; a "mashup" of a great idea and a new tool.
The steps to designing a project include:
1. Revisit the framework.
-Make a final list of learning objectives for core subjects and allied disciplines.
-Decide on the specific 21st-century skills you want to address.
-Identify learning dispositions you want to foster.
2. Establish evidence of understanding. Imagine what students would know or be able to do once they have learned.
3. Plan the project theme or challenge. Think about what students would inquire about.
4. Plan entree into the project experience. What are the first things you might say to get students' attention and build excitement for the learning ahead?
Topics in this chapter relate directly to our project. We need to know all of these steps included in creating a project, what may go wrong, where we can get ideas, etc. Essentially we are creating a project for our class that will help them learn in an effective and fun way that they can enjoy. Knowing the different aspects of creating and designing a project will be very helpful for us as we continue to create our own project.
Thursday, October 11, 2012
Chapter 4, Strategies for Discovery
There are many potential pitfalls in project design. The first includes an activity that is very tedious and involved but contains little in the way of learning outcomes. In order to avoid such a situation, simply look at the size of the involvement of the project and what the learning outcome is. The next pitfall is layering technology onto a traditional approach. This means that although technology is implemented, it is not used in such a way that the overall learning experience is not amplified. Simply assigning students to create a Power Point is not implementing project-based learning. Another potential pitfall is not making the most of thematic units. The book provides the example of using apples as a theme in the fall season; the apples could be used in counting, drawing, etc., but this falls short of really becoming cross-disciplinary or giving students real-world examples. Making apples a rich thematic unit might be to have students learn the process of how apples go from the orchard to their tables. One last pitfall would be to over-script a project with too many steps. One of the many points of project-based learning is to get students to be self-starters, think for themselves about what the next step should be, and get curious about the world around them. Giving students too many preemptive steps hinders that curiosity.
There are many elements that make a project a good one. Some of the features of a good project include:
- the openness for more than one learning path
- generative
- drive students to ask questions
- create curiosity and involve many details to interest students about their world
- contain realistic elements that cross many disciplines
- involve persons outside of school
- rely on rich resources
- imply work with others to gain results
- students use methodology similar to professionals
- teach 21st century skills
- build important character traits (confidence, risk-taking, cooperation, etc.)
- give students the opportunity to learn by doing.
The steps to designing a project are as follows:
1. Make sure you've outlined learning objectives, core subjects, and any other disciplines that will be part of the project. This includes the 21st century skills that will be involved, as well as character traits.
2. Create an assessment or means by which you can evaluate how students are learning and if they're taking away the things you wanted them to learn from the project.
3. Think like a student, and try to visualize what that student (or students) might be interested in, want to learn about, or want to ask about a topic. Make sure that you've created enough of the foundation for the project but are still allowing for flexibility should the focus shift slightly.
4. Make a plan for how you'll introduce the idea to students, and how you'll get them excited about it. An introduction to a project that you've worked hard to plan could make or break it - it all comes down to how you can get your students interested.
I think the main focus of this chapter relates to our class project because it really helped to give me some tips regarding how to plan lessons and projects for our hypothetical classroom. Sometimes it's difficult to really know how to start planning a project rather than just a lesson with some technology thrown into the mix. Recognizing the potential pitfalls before jumping in with both feet help to maintain caution and avoid some serious errors when creating a project.
Sunday, October 7, 2012
PenPals Map - Kalamazoo, MI, United States and Sister City Namazu, Japan
View Virtual Penpals in a larger map
This map will be used to track similar weather patterns between Kalamazoo, MI and Numazu, Japan, which is Kalamazoo's sister city. Furthermore we will use this map to compare historical locations of Kalamazoo and Numazu, such as buildings, sites, etc.
Friday, October 5, 2012
Chapter 3 Reading Response
The "Big Idea" is the core of the project and determining what the "Big Idea" is the first step in a successful project. When making a project, it is important to look at the curriculum standards for the grade you teach and then asking yourself, "What do these add up to?" If you can figure out a common theme or a way to intertwine each of the curriculum objectives, you will be able to come up with a cumulative project, as opposed to projects for each subject on its own.
A successful project will allow the students to begin to develop 21st-century skills. The projects are there to get them thinking critically, collaborate, and share ideas with their peers. One of the best ways to ensure rigor in a project is to incorporate actions associated with the higher-order categories of Bloom's Taxonomy of Educational Objectives.The higher-order actions are analyze, evaluate, and create. Analyzing would be when the child starts asking questions they personally want to find out, evaluating would be when the child begins to assess their own and each other's work, and create would be when they collaborate to create their final product.
21st-century literacies go beyond the ability to read and write. Instructional standards, such as the NETS-S, are starting to focus on the behaviors that need to be developed in order to be an accomplished person in 21st-century society. Some 21st-century literacies include Digital-Age Literacy, Inventive Thinking, Effective Communication, and High Productivity. The most basic definition is the ability to understand. Meaning, a successful person in the 21st-century is able to understand all aspects that come with living in the 21st-century.
This chapter explains much on how to find the key concepts in order to formulate a project. It also focuses on how to make sure that the project you're doing with your students help them develop the 21st-century skills. Since our students will be looking up facts on the Internet, they will already need to be somewhat literate with the technology, the final project will need to be creative so they need to think inventively, not to mention the aspects of the project need to be communicated effectively with one another. Finally, since this is a large project, students won't be able to just sit around. They will actually need to maximize their time in order to create the best final outcome for the project.
Chapter 3, Imagining the Possibilities
What should be considered the "Big Idea" For a project? Many thoughts come into play. First, what should students learn especially from being in your class? We as teachers have to think about the main foci of what we're teaching and what we want our students to leave our class knowing at the end of the day and the end of the school year. Overarching concepts need to be considered and decided upon, whether it's what will be able to be applied in the real world, how many subjects will be integrated, or whether or not students will really become interested in the topic(s). There are multiple ways to cover these thoughts and ideas, like doing research or collaborating with other teachers.
Twenty-first century skills are growing exponentially in importance. Looking at a big idea also means looking at the big picture: where will my students be as adults? Will what they learn now benefit them in their future careers? Creating a full-formed and full-bodied project for students involves using Bloom's Taxonomy of Educational Objectives. The objectives range from more traditional instruction all the way to personalized and thoughtful projects:
There are eight learning functions essential to project-based learning. The first, ubiquity, utilizes today's technology that students love to get their hands on in such a way that they can learn about anything, anywhere. When learning and gadgets such as Ipads and cell phones are integrated, students no longer see education as something that must be fulfilled.
The second essential learning function is deep learning. This means going beyond the minimum, the bare bones, the first website they stumble across that gives them a definition; deep learning means creating one's own definition, and understanding what it all means.
Making things visible and discussable is the next essential learning function. While some students will do well with taking notes and reading, other students need to see a concept, or see it in action, in order to make sense of it. Simply using pictures in a power point or using physical examples to explain a concept can make all the difference.
Expressing ourselves, sharing ideas, and building community are all vital to becoming united - both online, and in day-to-day interactions. Tools like blogs, video chat, and social media are all ways to connect via technology.
Collaborating (teaching and learning with others) is an important learning function to model and encourage in students. From the start in integrating projects, a sense of collaboration ensues, and students (and teachers) need to learn to work together. Using video chat and wikis are great ways of collaborating.
Research is at the heart of all projects. With the Web, knowing what's truth and what's made up can be difficult. Search engines that provide filtering, online libraries, and citation engines are all ways to clarify and weed out all the excess and the falsehoods.
Project management, including planning and organization, are number seven on the essential learning functions list. Especially when beginning project-styled learning, students need help defining and refining time management, their group (and individual) work, how to sort through sources for facts, drafting their writing, even managing feedback from their peers and teachers. Sites like Desire2Learn and Moodle are great resources for organization for students.
Lastly, reflection and iteration are the wrap-up. This gives students a chance to deepen their learning, looking at their final products from all sides and reflecting on what they learned. Tools such as blogs or journals can help outline struggles and learning experiences throughout the project and give the student a chance to see what hurdles they faced, what they enjoyed, and what they can put into their next project.
This chapter really put into focus the kind of mindset needed for our own group and our projects. The essential learning functions are a great tool to have to make sure we're getting the most out of our work. The focus on our 'big idea' also made me think about what we want to learn as we lengthen this blog, what we can take from this course into our future classrooms, and what questions to ask ourselves as we get stuck or start to veer in the wrong directions.
Twenty-first century skills are growing exponentially in importance. Looking at a big idea also means looking at the big picture: where will my students be as adults? Will what they learn now benefit them in their future careers? Creating a full-formed and full-bodied project for students involves using Bloom's Taxonomy of Educational Objectives. The objectives range from more traditional instruction all the way to personalized and thoughtful projects:
- Remember
- Understand
- Apply
- Analyze
- Evaluate
- Create
There are eight learning functions essential to project-based learning. The first, ubiquity, utilizes today's technology that students love to get their hands on in such a way that they can learn about anything, anywhere. When learning and gadgets such as Ipads and cell phones are integrated, students no longer see education as something that must be fulfilled.
The second essential learning function is deep learning. This means going beyond the minimum, the bare bones, the first website they stumble across that gives them a definition; deep learning means creating one's own definition, and understanding what it all means.
Making things visible and discussable is the next essential learning function. While some students will do well with taking notes and reading, other students need to see a concept, or see it in action, in order to make sense of it. Simply using pictures in a power point or using physical examples to explain a concept can make all the difference.
Expressing ourselves, sharing ideas, and building community are all vital to becoming united - both online, and in day-to-day interactions. Tools like blogs, video chat, and social media are all ways to connect via technology.
Collaborating (teaching and learning with others) is an important learning function to model and encourage in students. From the start in integrating projects, a sense of collaboration ensues, and students (and teachers) need to learn to work together. Using video chat and wikis are great ways of collaborating.
Research is at the heart of all projects. With the Web, knowing what's truth and what's made up can be difficult. Search engines that provide filtering, online libraries, and citation engines are all ways to clarify and weed out all the excess and the falsehoods.
Project management, including planning and organization, are number seven on the essential learning functions list. Especially when beginning project-styled learning, students need help defining and refining time management, their group (and individual) work, how to sort through sources for facts, drafting their writing, even managing feedback from their peers and teachers. Sites like Desire2Learn and Moodle are great resources for organization for students.
Lastly, reflection and iteration are the wrap-up. This gives students a chance to deepen their learning, looking at their final products from all sides and reflecting on what they learned. Tools such as blogs or journals can help outline struggles and learning experiences throughout the project and give the student a chance to see what hurdles they faced, what they enjoyed, and what they can put into their next project.
This chapter really put into focus the kind of mindset needed for our own group and our projects. The essential learning functions are a great tool to have to make sure we're getting the most out of our work. The focus on our 'big idea' also made me think about what we want to learn as we lengthen this blog, what we can take from this course into our future classrooms, and what questions to ask ourselves as we get stuck or start to veer in the wrong directions.
Penpals map
https://docs.google.com/document/d/1DYkmMkLHKmBGj0UqMwF7CUna3D5s_tTEziN8tTL3ihQ/editThe map will be used to track similar weather patterns between Kalamazoo, MI and Numazu, Japan, which is Kalamazoo's sister city. Furthermore we will use this map to compare historical locations of Kalamazoo and Numazu.
Wednesday, October 3, 2012
Web Eval
Just to let you girls know these are the websites I used for my Web Eval:
http://www.kalamazoomuseum.org/
http://www.swmidirectory.org/History_of_Kalamazoo_County.html
http://www.migenweb.org/kalamazoo/history.htm
http://www.kalamazoomuseum.org/
http://www.swmidirectory.org/History_of_Kalamazoo_County.html
http://www.migenweb.org/kalamazoo/history.htm
Reading Reflection #3
When thinking of a big idea for a project we as teachers need to consider what it is that we want our students to walk away with from completing a project. It is important to understand why certain concepts are relevant and important for students to learn. It is also important to keep in mind how the big idea can be related to real life situations. Having a big ideas can provide an opportunity to collaborate with fellow teachers and also for teachers themselves to learn some new skills and information.
There are three categories of Bloom's Taxonomy of Educational Objectives that are very relevant to project-based learning. These three categories are Analyze, Evaluate, and Create. These three categories are considered to be higher-order thinking skills, which give students more of a challenge when trying to achieve through a project. These words can be used in instruction to students on what they should be doing as a part of their project.
21st-Century literacies are crucial for students to have in order to be living in a 21st-Century world. Essentially, the literacies come down to learning to be independent, aware, and productive citizens. This is where PBL projects become helpful for students, as they provide real world experiences which in turn help students develop these 21st-Century literacies. Teachers should collaborate with specialists in their school when planning lessons and projects that direct students toward developing 21st-Century literacies.
There are eight essential learning functions including 1. Ubiquity: Learning inside and outside the classroom, and all the time, 2. Deep learning, 3. Making things visible and discussable, 4. Expressing ourselves, sharing ideas, building community, 5. Collaboration - teaching and learning with others, 6. Research, 7. Project management: Planning and organization, 8. Reflection and iteration. Ubiquity essentially addresses students abilities to learn anywhere and everywhere. Teachers can provide students with mobile learning tools in order to help them achieve this. Deep learning addresses the issue of trying to steer students away from "filtered" information on the Internet, and more towards information that they have to go through and decipher on their own, such as historical documents. Making things visible and discussable can be helpful for students. Many times if a student can visualize something it will help them to better understand it, and visible objects such as photos serve as a means of conversation starting. The fourth learning function talks about how students can use the Internet as a way to express their ideas. One way of accomplishing this would be an interactive blog. Collaboration involves working with other people, whether it be in person, over the phone or over the Internet. Research is very important. Students can get caught up in a lot of useless information while researching. It is important that they find a way to filter through and find relevant information. Project management is really a great tool to have throughout life. Project management includes being able to manage time, sources, and parts of projects for the final product. Reflection and iteration is important for students. For students to be able to reflect on their work is essential because it gives them an opportunity to see where improvements could be made in the future.
Many of these topics pertain to our semester long project. We are essentially created a project based off of a big idea that will have several components to it. When creating our lesson for the students we need to keep all the essential learning functions in mind, and not only for the lesson we are planning but for us as a group. One of the learning functions that really pertains to our group is project management. There are many aspects of this project which means it needs to be organized and taken care of.
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