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.