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).
I like how you talk about the fact that teachers get mentally blocked too so it's important that we give our students the skills they need to work passed this.
ReplyDeleteIt is so important to remember what you said about prior knowledge, and students helping students. Involving students in instruction, they will feel such a sense of accomplishment.
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