Chapter 7 - A Guiding Hand

     The levels of classroom discussions include teacher to teacher, student to student, and teacher to student. The first, teacher to teacher, includes the collaborative effort between teachers to create a project, and all of the dialog that might go along with it. Student to student discussions should primarily involve what they are learning and pertain to the project and unfolding information at hand. This involves their thinking, their opinions, and general conversation. Finally, teacher to student discussions include conversations about the project, learning, opinions, etc. This interaction can also involve lecture-based formats, modelling, one-on-one, and whole group discussion.
     In order to "check-in" on students during the project, certain questions should be asked The theme of these questions could regard questions about procedure, teamwork, understanding, and self-assessment. All of these categories are a means to formatively assess student progress and learning withing the context and process of the project.
     When you optimize the use of technology for students, a project becomes more rich in yield of information and learning. When you set goals for students, try to maintain organization, try to connect the project and students to the broader world around them, etc., technology should be considered and implemented in such a way that students use tools as just that - tools. The primary goal of integrating technology into project-based learning is the furthering of information and learning, not just for the sake of using technology.
     Integrating 21st-century skills is an important focus of project-based learning. Things like time management, troubleshooting, self-assessment skills, and teamwork are all important aspects of this desired skill set. When applying this field of thought, it's vital to encourage students that they're up to the task - for some students, verbalizing these skills plainly may make them seem like attributes destined for people beyond their age and skill level. It's worthwhile to remember that these skills can be taught and instigated exactly as they are defined, without the daunting verbage.
     This chapter give insight for our own project in multiple ways. It is a great reminder that we can formatively assess ourselves as we proceed through our project, and in turn this will help us remember to "check in" with our own students and classrooms. It is also a great reminder that technology should not be a crutch and be used 'just because it's there.' Implementing 21st-century skills into our own project (troubleshooting, teamwork, etc.) is good to be reminded of as we work through our project together and collaborate ideas.