Chapter 4

This chapter talks about many potential pitfalls that can take place in project design. The important one they mention is the project that is long and doesn’t have many learning outcomes. Projects like this will not engage the students and they won’t do their best work. If students lose interest in a topic it’s the teacher’s job to be flexible and come up with a different plan. Another pitfall is a project being too scripted for the students and has too many steps. This sounds like the common core math students are being exposed to it is not engaging or fun. So this leads students to not learn or remember what was taught. As if the project is too scripted students won’t have room to explore their own ideas. The outcome to the project will be predictable. That is not the idea behind project-based learning and it’s a disservice to the students. Good projects start with a higher order question that can lead students in many different directions. I like the idea that you can get project ideas from the news and contemporary issues. This will help teachers bring real-world issues into the classroom and that can usually be the difficult thing for teachers to do. Student questions is also a great starting point for projects like these because their interest in topics is very important.

chapter 8

Teachers need to be aware that student projects might take a turn in a direction we don’t expect. As the book mentions we have to be able to think on our feet. Being flexible as a teacher you adjust your teaching to meet your student’s needs. The book list ideas for discussion with teachers to teachers this means teachers working together to collaborate on ideas. I want to collaborate with teachers on ideas and units when I get my first teaching job. I think more people who work on a project can create something great together. And there’s an opportunity for the workload to be shared. Student and student discussion can develop a student’s communication skills. Effective teamwork skills develop as students start to do these types of discussions. Teachers have to model this type of discussion so students know how to format the discussion. Teacher to student discussion is a traditional type of discussion and I was only exposed to this kind in school. I would want to implement the student to student discussion in my classroom. I want my classroom to have some aspect of student-centered learning. Project based learning needs higher order questions. This means questions that require an analysis or evaluation answer. Questions like “how do you know? What did you notice?” these types of questions should be asked even if the teacher is not doing project based learning. Expeditionary learning requires higher order questions and active citizenship. This would look like a project that focused on an issue in the community and the questions being asked pushed the students to think of a solution for the problem. Personal I think these are great ideas, but it would take time and effort on the teachers part to implement and create these types of classrooms.

chapter 7

First I think teachers need to know how much their students know about technology before they start. This can create a foundation that the teacher works on top of. It’s a starting point for further learning to take place. In the book it mentions having students with expertise in technology teach other students. Teachers will have to monitor this student teaching, but it will benefit all students involved. Students will learn more through teaching their peers. I agree with the book K-W-L charts are a good idea to peek students interests in the topic and to find out what students want to learn. Student-generated questions are always a great way to get students involved in the development of a project. Deeper inquiry starts with the idea of where this project can go after it’s finished and how did it fix the current problem. The student can also connect what they already know to what they learned from the project. In the book there is this idea of screen-casting. This means that students can make a slideshow presentation or tutorial. This can be helpful for teaching an aspect of technology to a classroom. The steps to this tool are plan using a storyboard, practice with a microphone, record, edit for the important information, publish for viewing, and promote. This can be used as a way to teach your students over the web while they are home. This program relates to my project because we want students to live healthy lifestyles and they can use the screencasting at home. It could be nutrition plan they can use for healthy cooking.

chapter 6

This chapter talks about the skills needed to manage a project for the teacher and the student. For the teacher I think it is very important to be able to communicate and get resources with/to students. Teachers have to create a structure for the students to follow. Deadlines and milestones for the students to meet during their project will keep them on track. These have to post and given to the students so that they can see them, and follow the schedule. Feedback can help students know that they are meeting expectations the teacher has given. The book mentions ideas for students to manage a project is being organized. I think a flowchart of ideas can help students keep on track for their main goal. Technology can be useful when managing a project using a site where your students can upload work for collaboration. Many schools might not have access to the internet or their servers will block some of the programs needed to do this type group work online. I like the idea of using a blog and it can be used to post progress and I think having the teacher control it will be an easy way for communication to take place. Some students might not have a computer at home so I would suggest a trip to the school's computer room once a week for the whole class. If the school doesn’t have computer reach out to the community and see where you might be able to take students for computer exposure.

chapter 5

This chapter focuses on assessing students throughout the project. Formative assessments are important for student progress and teacher monitoring. This informs the teacher where each of his/her students are and if they need extra support in their work. Teachers will be able to help students adjust projects, clear up and misunderstandings. It is important that teachers know where their students are before the final assessment. I think I would use individual discussion and project journals as a formative assessment. Students will have to write in their journals each day about the progress of their project. Once a week they will meet with the teacher to discuss progress and problems they have encountered. When I hear summative assessment I think about rubrics I was given in school to evaluate my work. Telling students what is expected of them before they start an assignment guides them in the right direction and it can help them form ideas. I think it is important to think through your lessons with an end in mind also. In the book they list ideas for summative assessments: • Create something new • Model real-world assessment (critiqued by experts) • Enter a contest or submit for publication • Ask students “what did you learn?” The above assessment ideas are creative and are appropriate for project-based learning. I like the idea of asking student “what did you learn?” it puts the evaluation of the project in the student’s hands. Which they will eventually have to do when they get professional jobs. Formative assessments are supposed to be a quick check-in point for the teacher. I like the idea of milestones because it helps the students manage their time on their projects. They will be on a set schedule that will keep them on track and help the teacher understand where each student is in their project.

Chapter 12

Deeper learning is used to describe the academic outcomes of project-based learning. The success of project-based learning will continue. Project-based learning involves the habits of the mind, dispositions, and skills like the collaboration that are all reinforced through project-based learning. Deeper learning will help students be successful later in life. They will form skills like adapt critical thinking, problem solving, collaboration, communication, and metacognition-learning. Being exposed to this type of learning can help develop these skills. I wish I was able to do some of these projects while I was in middle/high school. It would’ve made learning more exciting and hands-on making the learning sticky. I think it is critical to creating an authentic audience for the students during these projects. This will create a purpose for the project which will increase student involvement. Project-based learning is leading teachers to move away from traditional teaching methods moving away from teacher directed. This will put the learning and exploration into the hands of the students themselves. Online classes were mentioned in this chapter that would allow students to work together over the internet. I personally think that you would learn more if you worked together physically. Videos, podcast and other media was discussed as a way to give students homework. This would be a very engaging form of homework. Students in this age love to use technology and if their homework involves a video or podcast they would be more likely to complete it. The flipped classroom approach can individualize learning and differentiated instruction. All of these ideas will require lots of planning on the teacher’s part so that the learning is being done outside of the classroom. Motivation and self-direction will be required on the student’s part. Self-monitoring can be hard for some students to do.

Reading Reflection #12

Only about 1% of U.S. schools put PBL at the center of instruction although the amount of schools that are using at least a part of PBL in their classrooms.  Schools that have adopted PBL as part of their student's learning experience have started implementing it their elementary schools.  Initiatives are being taken to make PBL more accessible to traditional classrooms.  This chapter describes how students are able to have "deeper learning" through PBL which will help them be prepared for careers and life in general.  Critical thinking, problem solving, collaboration, communication and metacognition are all skills that are taught during PBL and are needed for a successful future.  The chapter also talks about developing the PBL mindset for students.  "Well-designed projects make meaning memorable, helping students understand and apply academic content." The students also recognized the value of effort and persistence and don't give up when they hit obstacles, but instead treat setbacks as opportunities to learn and improve.  The switch to PBL is not an easy one, but if done right, it has the potential to teach students things that traditional way of teaching students doesn't and these skills are needed to be successful in the future.

Chapter 12 Reflection

In chapter 12 the authors discuss the effects of using the project based learning approach. One thing that can result is deeper learning and more specifically learning the application of brain science to enhance learning and help motivate student’s creative abilities. This chapter also mentioned how using this approach prepares children for a hectic real world environment by helping children solve critical problems.  There are several different ways to bring this approach home for your child or students, one is to help students understand content by applying it to something meaningful in their life so they can connect it and be engaged.

Sharing the journey though project based learning is very important because it helps children understand why the information your teaching is practical so they may have a desire to learn. One way I will share the journey with my students is by taking an active role in their project and let them know I am there to help them achieve their goals. In our project there were a few themes that we shared, one is that we both introduced the topic because it was something they would have to deal with in their own life’s so we made the information practical for the students so that it would benefit them personally. 

Reflection chapter 11

Project-based projects help students make connections that they can use to build future projects. Using this approach you are able to share your project through many outlets. To me the idea of bringing the project home is finding a way to share their work, discussing it with their groups, building upon the project for future lessons. Enjoying the process and reflection are also important for student development. If a student can explain how much they have learned and experienced doing one project the next projects they do will have purpose. iEARN, Global, SchoolNet are some of the sites that students can use to share their project. Another way to bring the project home is to archive it on the web. This would include student’s artifacts, reflections, and past projects. This is a good idea and tool to use as a way to show future students examples of good projects. Project-based learning can help collaborative groups to use each other as a resource for future projects. It helps build student communication skills, and the ability to critique not only their work but their groups. For my topic the final project will be an after school health program. i think that during the program we will record everything through pictures/videos that can be put on my classroom blog. This will be an opportunity to celebrate the student’s hard work and it will help promote family involvement.

Reflection chapter 10

Reflection helps students realize things they learned from their projects. This will help them what they will take away from the project. Asking students “why is this project important to you?” will help pull out information for their reflections. As a future teacher you will have to be reflective about your job. Having students practice reflecting can also help the teacher improve their reflection skills. Focusing on skill development can have the students realizing the areas they are struggling in. Helping students reflect on the positive experiences they have had during the project will increase confidence, independence, and build connections. The question “what do you want to learn now, and how do you want to go about it?” is great to use at the end of the project to help student elaborate. Asking what’s going to happen now can help the students create independent projects that branch off their last one. To create tradition the project or idea has to be repeated. In the book they mention a teacher doing projects based on local history. The teacher could do this every school to make it a tradition to invite the community, families, and other students into the classroom. This will let everyone know what you’re doing your project on and an opportunity for authentic research of the local history from the people who live there. Celebrating a project will build support from the school and community. Students will also feel proud of the work they have accomplished.

Reflection chapter 9

The chapter expanding the circle mentions the idea of branching out you help your students learn. The teacher Whipple used his blog to interact with other educators. The idea of connecting with teachers from across the world is amazing. The South Korea class working together with Whipple’s class creates diversity for both classrooms. Technology should be used like this the potential possibilities are endless. The teachers were able to connect with over 40 different schools who could be judges of the student’s literature entries. This development of collaborative projects will help develop student’s research skills. Project based projects can incorporate many subject areas. I really like the idea of these projects being designed to solve a real world issue. East stands for the environmental and spatial technologies. They have been showing the benefits of using technology to solve problems. These projects will reinforce the idea of student-driven learning. As student master these projects the teacher can start to let the students take charge of their own projects. Helping your students connect with people who have the same goals as them will set a collaboration. This chapter was really about using project-based learning to connect with people around the world working on the same issue. The topic health is universal, and using these ideas my students could possibly connect with fitness coaches, nutritionist, and people who are researching the same issue.

Chapter 11 reflection

In chapter 11, the author discusses the feeling that you and your students have been somewhere after completing a project together is one of the results of using project based learning approach. Your students should also not feel like this is the end of the project instead the author mentions that at the end of the project your students feel like they have opened new doors and should have many possibilities for exploration.

There are several ways to bring the project home for your students when using PBL, one is asking them if we continued this project what would you like to do next? This ground them in thinking about the concept further than they would have if just starting and stopping the project. The author also discusses the importance of sharing the journey with others which could be done through the online community or through conversing with colleagues about successes and failures and how important doing this is in the classroom.

The concepts in this chapter are very interrelated with our project because we also use the project based approach to stress thinking about how students could carry out the information they gained from the project to the real world. Through doing this children would not be simply starting and stopping their project but using it in their everyday life’s to improve not just their physical fitness but also their overall mental health which is very important in the early years. I think the thing I  liked most about this chapter was how the author discussed entering a project into a contest was a great way for students to put the best work forward while keeping them on topic and engaged because the care intimately about how their public work will be displayed. This is something I will implement in my classroom one day to have fun and keep the kids motivated toward our goals for the year.

Chapter 11 Reflection

At the end of a project, it is a good idea to have students reflect back and get them thinking about goals that they may have for the next project.  Have them think about what they would like to improve on such as teamwork or time management and have them set goals to achieve that.  As a teacher, it is also a time for you to reflect on what you've learned; what made the project successful and things you would change or do different next time.  When you think back on the project, think about what the most engaging learning activities were and think about ways you are able to incorporate those activities into another project so the students are really engaged and their attention is grabbed. The best teachers are teachers who share.  Think about what valuable insights you have learned from the project that would be useful for other teachers as well.  There are many different ways you are able to share those insights with others, such as existing networks that teachers go to for inspiration and ideas, creating your own project library, contributing photos of your project, creating an online archive of the projects or publishing your project.  Good projects are ones that open new doors and create connections that are able to create valuable insight for other teachers and ones that are able to be built into future projects.

Reading Reflection Chapter #10

One aspect of this chapter that I found to be very valuable was the part about reflecting.  It is not very often that students get a chance to really reflect on something they have just learned.  It is also a way for students to look back on how they have overcame obstacles or challenged during projects as well as the satisfactions they received from the project.  One way you can have students reflect on their projects is by asking them questions such as 

• What satisfied you the most during this project?
• What will you always remember about this project?
• In what ways did you become more persistent or tolerant?

It is important to remember not to ask too many questions though, pick the ones you feel to be most important or relevant.  

Another aspect in this chapter that I liked was the photo sharing part.  I think photos are a good way for students to have a visual of things that they have done or learned about.  It is also a good way for students to communicate about their project to people outside of their classroom, even people across the globe.  Some of the places pictures can be published are in blogs, wikis, Twitter, Flickr, ect. 

Lastly, showing the student's projects is an awesome way to celebrate the hard work they put into them.  Putting on an event, creating a blog or holding a party are some ways to display their work for all to see.  The event doesn't even have to be local, publishing their work online is a way to show it off to people from all over the world.  Displaying the work in classrooms or around the school are also something that can be done! These things allow the students to feel proud of the hard work they have done and the accomplishments they've made.

Chapter 10 Reflection

In chapter Ten the authors discuss the importance of setting aside time for your reflection because the pace of school is so rapid its sometimes difficult keep your ideas in order. Also the author mentions how taking time to reflect can help students feel good about their work and promote students sense of self efficacy. So there are many reasons why students should have time to reflect on their work because if allowed time it can help them become more self-regulated learners by having them think about their own learning process. By doing this the students may find out information about themselves that was previously unknown which can hugely impact how they learn.

The next thing the author discusses is how schools traditions can impact student’s identity. I know from personal experience the high school I attended was a basketball powerhouse every year so that had a lot to do with how I came to identify with myself and others. In celebrating a project the author argues the importance of showing off students work and how by doing so we can contribute to the learning experience. I think we need to do more of this so children can build motivation for doing a project because this is a form of extrinsic motivation that can really propel students in there learning. This chapter relates to my our project in several ways, one is that we plan on displaying the students work so parents and community members could come in and see all the great work the students were doing. This chapter was very helpful to me because it showed the importance of trying to set time aside which in this profession is nothing short of a miracle. 

Chapter 9 Reflection

In my opinion, it is very beneficial for students to be able to connect with others; whether it be students in the next classroom or students from across the globe.  Being able to connect with others is a way to help them with their communication skills and also helps them learn from each other.  Ways in which students are able to connect with others is by blog entries, video exchanges, Google Docs, podcasting, Skype, ect.  As the book mentions, it is also a way for them to become more proficient at working in a culturally diverse world if they are connecting with students from other countries.  This is something that I think is especially important and this is a great way for them to do so.  Students should be able to connect with experts, and I like how this chapter touched on that topic.  A good idea it mentions is knowing the skills and expertise of your students' parents.  

Using technology to solve problems and make improvements in communities is what the Environmental and Spatial Technologies Initiative (EAST) model tries to have students do.  The students use tools and applications to solve community problems that interest them.  The teachers of EAST go through extensive training to learn how to teach students through real-world projects rather than lecturing at students.  I really like this model because it allows students to learn in a way that isn't "traditional" and even though it isn't traditional I think it is extremely beneficial.

Chapter 8 Reflection

As teachers, it is important to be observant and aware of what students are understanding and what they're struggling with.  Being able to keep the students moving toward learning important learning goals so being aware of their progress and where they're getting stuck at is crucial to helping them achieve those goals.  Teachers should be able to think on their feet when unexpected situations or questions occur, because more than likely they will! 

It is also the job of a teacher to make sure that the questions we ask our students are not generating  obvious or simple answers but more complex and the kind that open up a channel for other important questions to be asked.  Researchers have found that about 60% of the questions asked by teachers are lower-ordre questions, which means they are asking for recitation of facts.  They found 20% are higher-order questions, which is asking for evaluation or analysis and the other 20% are procedural.   The discussions that need to be done during project based learning need to take place teacher to teacher, student to student and teacher to student.  Doing whole-class discussion is one way to check student understanding, another way would be to walk around groups, observing, listening and talking with students.  Whichever method a teacher uses, it is important that teachers check their students understanding and pushing their students to higher-order thinking.

Chapter 9 reflection

In chapter nine of project based learning the authors discuss the importance of building connections and branching out beyond the classroom and discussed several different ways to do that. One strategy was having sixth graders use a blog, in this they were demonstrating use of technology and after the project the teacher noticed his student’s huge writing improvement. It’s through exercises like blogging that children can use technology outside the classroom and still build connections to what the class is discussing inside the classroom.

The authors also discussed the EAST model, which is the environmental and spatial technologies initiative. In this initiative the authors claim “EAST Initiative have been demonstrating the benefits of using technology for a real purpose-to solve problems and make improvements in their own communities”(Krauss & Boss, 2014, loc.3324). Students following this initiative master tools and applications that help with the community which allows them to branch out of the classroom. The fundamentals of this initiative are very high levels of student engagement with real world applications, it’s interesting to note that this program began as an elective and is now crossing into core curriculum.

One reason why we need to let students lead their project is because students need to be responsible for their own learning and by doing this kind of project we are actually making them more proficient learners. Another reason is for student engagement, if the student constantly feels bogged down with teacher talking at them then they are less likely to learn and more likely to be confused later on the project. Letting students lead their own project is extremely important and something I will keep in mind when performing PBL in my classroom.  

Our project lines right up with this style of thinking by allowing children choose which type of physical activity they perform, they will be in control of their learning. Obviously this fits more with physical wellness but after the project we will have children research similar ideas where they may once again take the lead and choose which topics they want to learn more about. This chapter was a good friendly reminder that student driven practice is a much more effective style of teaching then just picking what lesson you want to talk about and boring your students. 

Chapter 8 Reflection

The teacher’s role in in keeping a project moving is talked about in chapter 8 of Project Based Learning. The author contends that teachers need to be able to think on their feet when students go off in different directions that you did not anticipate, even though we are not prepared much do that in college. Asking questions especially complex ones, adds to the discussion in your classroom. By motivating students to think critically we are giving them an essential ingredient in moving classroom discussion along. The types of class room discussion are: Teacher to teacher, Student to student and student to teacher.  

Another section in chapter 8 talked about Expeditionary Learning or (EL), in how it relates to project based learning. The author suggests that EL helps instruction balance between high order thinking, academics and citizenship which is important. EL and project based learning may merge when developing the common core curriculum for different schools and planning instruction. When students are using technology efficiently they can benefit by matching their learning speeds by replaying the podcast or whatever you are using, this also helped eliminated some questions for teacher by students being able to correct their own mistakes. Something the author does think may be a hindrance is student’s previous knowledge in the technology you plan to use. If they all know how to use content students would be much more likely to be successful because they are comprehending and not getting distracted. Again I think this was a very helpful chapter to get us thinking about PBL and will try to implement these technologies in my classroom. 

Reading Reflection #7

It's important that teachers find out what their students already know or are interested in learning more about when it comes to deciding which type of projects to do.  It is also important that teachers teach prerequisite concepts or skills that they will need to know before the project so it runs smoothly and they are able to work independently.  Before starting the project, you could ask students to set personal goals such as managing their time, managing conflict with their teammates, ect.  Having them set personal goals before the project will allow for them to start making personal goals and striving to achieve them.  This is something that will be useful in many aspects of life, especially at a job in the future.  It also allows for them to learn and understand their own capabilities, what they know they're strong at and what they know they're weaker at so they are able to work harder at the things they are weaker at.  It can also help them get better at the things they are weaker at because they can set little goals and work their way to progress and get better at it.  The students also are able to direct their own learning because they are able to strive for different goals individually and what will make them a better student and person overall.                                                                                                                    

chapter 7 Reflection

In chapter seven the author discusses several different techniques you can use to prepare your students for a project. One strategy is to use a K-W-L chart to access what the children already know and using that to guide your instruction. They recommend you create excitement and interest before using a chart such as this. They also discuss preparing students for the technology you will ask them to use by understanding what kind of resources are available for your students and by advance planning in how your students will use the technology. One example the author refers to is setting up a technology playground for your students to give them a rich problem solving experience so they know they can accomplish that task. 

Screen casting is a way to share material and information with your students. Some benefits are using tutorials to watch a lesson anywhere and the teacher doesn’t waste time repeating it over and over. Another is a flipped lesson is produced so a teacher interaction is supported by students. Feedback on work products is another benefit and teachers are able to give students sticky feedback in those critical situations that will improve writing skills. The steps to screen casting are: plan, practice, record, edit, publish and promote your students work.

The author also discusses promoting inquiry through giving them a wide range of topics to pick and let them choose what interests them, this helps with engaging in deep learning and comprehension. This type of project allows students to think complexly by going in several different directions while exploring interests of their own. I think this is a great idea for future classrooms because it will engage students and let them have control of their learning process. There are several different parts of this chapter that relate to our project but none more than this promoting inquiry based style of project. We are allowing students to pick which physical exercise that are going to perform and so they can be in control of their learning just like this style of learning.  

Collaborative Mind Map

reflection chapter 6

After reading chapter six I believe this chapter may have been the most informational to me in my own teaching style when it comes to how to set up projects in my own classroom. One effective tool they discussed was the particular skill set needed to manage a project. One effective tool set is using Skype to encourage students to ask a pool of experts in that particular topic for more insight. One really cool example they used in the book was the students actually got insight from someone who worked at N.A.S.A. which could really motivate students to be engaged in topic. When gathering resources for a topic you need to include the entire list of essentials that your class will need for that given project. Some examples might be do they need an internet connection, pencils, paper and so on. Giving a survey before the project so you know what your list of resources are is always a good idea before starting. The project management needs teachers must have include: “tools for communicating with students and others about the project, tools for making milestones visible and for notifying students when changes occur, methods for getting resources to students, systems for managing work products” (Krauss and Boss, 2015, loc.2390). There are several more but these are the basics to build a successful project based community. Some management needs the student must have before starting are understanding the systems and tools that will help them most effectively manage their time, this would mean that teachers go over tools so students are fluent in using them before starting. Collaboration tools are also effective by means of showing students how to work together to achieve a goal. Finally students must have an understanding of how to get useful feedback from the project so they understand how to correct their mistakes. Some applications that should be considered for the project are wiki sites because they are easily edited and can create easily sharable material for class to work through. Another idea is blogs like the blogger website we are using this semester to share and engage with our classmates. Finally proprietary web spaces like WordPress allow students to collaborate with others as well as learn informational tips that could assist them in writing. The resources our group will need for this project are ability to use communication blogs to share and comment on others peoples writings. We will also need a knowledge of google documents because we will be exclusively using this site for the production of papers for the project. This chapter was very informing about the essentials of project based learning and one that I will refer back to when using this in my classroom.

Class

Hey guys I've been sick since last Wednesday. I finally went to doctors last night and I won't be in class tonight. I will hopefully feel better tomorrow. If I do I'll be on campus if anyone of you want to meet up? Let me know!

In chapter five from project based learning the authors discuss the importance of summative and formative assessment in PBL. One of the benefits of assessing during the project and not just the end is student will learn much more by using formative assessment. One benefit of summative assessment is students may be given a test to evaluate what they have learned and lesson strategies could be made better by teacher through experience. When planning summative assessment you must consider what are some ways you will be able to see that student has understood concept. The authors ask us to think about it like working backward and thinking about the end before you start planning the beginning. Some options for summative assessment could take the form of tests or quizzes to evaluate student learning at the end of the project. Another example from the text was having students present a novel performance task such as to apply what they learned. This might be a good alternative to the old fashion test or final form of summative assessment. Now to formative assessment which is planned by trying to establish learning goals you have set for them throughout the project. This planning is the much more effective form of teaching by regularly checking in with student’s needs. Some of the great options and tools presented in the book for formative assessment are to set milestones. Students will chunk work into more manageable pieces and achieve goals. Plan check ins, these are brief meetings with students where you want to direct them in their learning strategy. You can also use checklists, coffee talks, concept maps and exit slips for more tools. Finally some of the benefits of using rubrics are the describe levels of success students may have through learning activities. The problem that I will deal with is how to create rubrics that engage students, while still aligning the curriculum with state standards.

Chapter 5 Reflection

Making assessments meaningful is important in all subjects and aspects of the classroom.  It is more than just true or false or multiple choice questions.  Assessments should be planned out and authentic. "The way we are going to get powerful teaching and learning is not through national tests.  It's through assessments that are developed through local communities, with teachers, parents and community members involved, so that students are working toward much more challenging standards and teachers are learning how to look at their students differently; how to support their learning better, and how to think differently about those standards." I thought this was a very appropriate and important quote from Linda Darling-Hammond.  I also liked the idea of using common rubrics in schools so students don't have a different type of rubric for every teacher.  This is helpful because students know what all teachers expect from them and the assessment language is consistent.  It will allow students to be able to reflect on their own learning progress and set learning goals for themselves.  When it comes to PBL, it's important to assess students both during the project and after the project.  Formative assessment allows you to understand your student's thinking along the way so you are able to adjust the project, address misunderstandings or guide effort in new directions.  Summative assessment is done after the project and this is where the teacher might grade using a rubric, give a test, present a performance task, ect.  Teachers will sometimes also ask other teacher's to help them evaluate the projects.  In order to make assessments meaningful, teachers need to know exactly what they want the students to know and what they want the students to be able to do and also how they will know the students have achieved the learning goals.

Chapter 3&4

Chapter 3. This chapter focused on creating projects that have a purpose. I think this is important when trying to capture your student’s engagement. Real world problems and situations will make the projects meaningful for the students. This will increase student participation while they complete the project. I like how this chapter also talks about teachers having to learn with the students. The topics the students might pick could be something the teacher has never studied, and to make sure the students project is successful the teacher would have to be taught. Analyze, evaluate, and create will help students formulate their project question and create. Digital age literacy will need us as teachers to learn new skills. We can develop these skills by helping students to analyze and synthesize information from multiple sources. Teachers must use all of their resources such as librarians, or media specialist to support the students learning. I found the chapter about learning dispositions correct. I think students will benefit from being taught or at least shown that learning is fun and vital. Chapter 4. In this chapter focused on how to make a great project. One of the best qualities for a good project is “loosely designed with the possibility of different learning paths.” I think this is great because it lets the students explore many topics under one project. Finding topics for projects can be done by exploring students questions and interest. I think this is a great way to get students involved in the project. This will help create a meaningful learning experience.

Chapter 4 Reflection

Deciding which topics you should pick for your students to do for their projects is not as easy as you would think.  There are many different things you have to think about and take into consideration.  "To really engage learners, you have to set up a situation in which they want to ask questions, want to learn more, need to know something they don't already know, and believe it is really important to them and, especially, to the larger community to find out.  Some places you are able to get these types of ideas from is a "tried-and-true" project that holds potential for more learning.  This could also include students being able to teach others what they have learned about the topic through the project.    Other places are project plans developed by and for other teachers, news stories or student questions or interests.  I think that it is a good idea to have your students help you decide which topics to use because it shows that they are interested and willing to put their best effort forward in the project, which will lead to a better learning experience for them.

Chapter 3 Reflection

Identifying the most important topics or subjects your students should learn in your class are crucial for PBL.  It is also important that these topics spark interest of your students.  "Good projects connect directly to students' frames of reference, interests and experiences.  I believe students are much more willing to learn when it's something they are interested in, so creating projects that you know students are at least somewhat interested in will make for successful learning through projects.  I like the point that is made from page 63.  It says that textbooks can still be used in PBL but rather than it being the foundation of the course, it becomes more of a reference book.  Reading out of a textbook as the main way to learn is not what we should be doing in the classroom.  Most students aren't even really retaining the information being read and if they do, they most likely will forget at least 50% of it.  By doing more hands on projects, in which students are able to collaborate with other people while doing it will teach them much more than just the information they are learning about.  It also benefits the overall learning experience when students know that their project(s) is of value of their community.  It makes them feel like they are apart of something big and helps students to connect with the social and emotional aspects of learning experiences.

Mind Map

Kalamazoo-Mexico

Pen Pal. Kalamazoo-Mexico

chapter four reflections

Chapter four from Reinventing Project Based Learning talks about children making observations from their world they live in to understand how inquiry works at a basic level. One example is how they had students make observations about the recycling habits at their own home to reflect upon and to generate questions. This is the basic thought process that we need to develop for our children so they can build schemas about their world and to help them solve everyday problems. This chapter also talks about how you may select your specific project and how you go about designing it. There are a multitude of things you must consider before starting a project here are a few the authors suggest in this chapter. First if you are going to use a previously used lesson make sure you understand the limitations and downfalls of the project before starting. Then when you are ready to begin designing you can really engage learners by knowing what their interests are and trying to design one that balances out your learning goals while keeping them engaged at the same time. The authors contend the best learning projects are loosely designed so that students may take different steps to ultimately learning the same thing. This idea of differentiation in teaching is monumental and one that I hope to instill in my classroom one day.

Chapter three reflection

In chapter three from Reinventing Project Based Learning I really liked how the opening paragraph compared taking a trip or vacation to how teachers should approach their preparation for a classroom. The analogy is striking that we must prepare, plan and picture what your learning should look like and how teachers can prepare themselves and their students to have a successful year in school. One big idea that I really like from this chapter was how in our current curriculum the results of most teaching is often predictable and generic with a straightway learning objectives that can become boring for students and the teacher. Compared to assessing student’s projects, teachers should find that this style of learning is more contextual and students can use the textbook more as reference book than the old crappy book we use every day. Thinking about the big ideas of your curriculum is another important idea that teachers can use to go over what you will be teaching to help you become more effective. Another cool idea that I keep hearing is brainstorming with your colleagues to become a more proficient teacher. Some essential learning functions for teachers to have students to do are; research, make ideas visible by expressing ideas creatively, collaborate with other students, use project management, encourage reflection, and finally help students tap into shared curriculum. By using these strategies our student’s will become more proficient learners by adapting new strategies for success. I will try and use this information to plan my practice around trying to engage my learners by using these strategies to become a more profficent teacher.

Reflection #2

I think collaboration is extremely important as a teacher. That's one thing I am worried about when I get into a school district is being isolated. "Collaboration has become an ongoing part of how they approach teaching" the teaching community could benefit from teachers working and learning together. As mentioned in this part of the chapter teachers were able to come together to learn about project-based learning. This will only lead to better teaching practices as a community. Professional developments are designed to support a teachers learning. I have been too few meetings with my mentor teachers and I have learned a lot through small group work with teachers in Kalamazoo RESA. In the chapter, it states that 5% of teacher’s time is taken each year for professional development. This too is not enough to better a teacher's skills. I think there should be more time allowed for teachers to pick a professional development that they need. As the chapter continues it mentions how being involved in these professional developments and, learning communities will only support this idea of collaboration for the students. The internet is a great resource to stay connected to other teachers. I think creating a profile on one of these education community sites will be beneficial as I become a teacher.

Reading Reflection #2

Creating a professional learning community is something that is not done nearly as much as it should be in schools across America.  After reading this chapter, it really made me realize how little teachers actually do this.  The type of interaction teachers have with each other was depicted almost perfectly by the book; "Teachers may spend hours together each week, but most of their time is spent addressing scheduling and program coordination, troubleshooting individual student issues, planning school events, and tending to other matters that fall under "housekeeping".  Little time is left to talk about what they are trying to teach and how they go about it."  Collaboration should become an ongoing part of how teachers approach teaching.  In addition to learning new patterns of thinking and how to learn together, it also shows students how important it is, something that they will be able to keep and take with them when they enter "the real world".  PBL collaboration among students is a lot like a professional learning community for teachers and they are able to learn skills they will need to be successful such as communication, problem solving, project management, motivation and persistence.  Another way teachers can create professional learning communities is online.  This is a great way for teachers to communicate with people from all around the world and connect them to "a wider network of colleagues who share your professional interests."  I think that it is extremely important for teachers to start creating these professional learning communities not only for their benefit but also as a way to benefit their students in the classroom and as a way to model to their students how to successfully collaborate for PBL.

chapter 2 reading reflections

In chapter two Jeff Whipple portrays where he worked with several different forms of classes and he clearly believes that cross collaboration through teachers is much more effective than being isolated. He claims the isolation handcuffed him in his approach to teaching by not letting him share ideas and communicate with others his teaching actually suffered. One great quote I found from Whipple was “if we’re going to connect kids, our teachers need to know how to connect to each other.” What I liked about this was he shows teachers that we must work together in order to accomplish our goals and to help children accomplish theirs.

 He also mentioned respect was monumental when dealing with other teachers if you don’t respect and trust the other teacher it will be hard to build a relationship to create ways to develop helpful feedback from one another.

The other big push from Whipple in this chapter is to have courage to try new things and develop some adaptability for planning your lesson.  Incorporating digital age products can be a good example of a new strategy that can be helpful not just for teachers but also students.  Teachers can use these strategies and reflect on them by meeting after school and talking about what worked and what didn’t.

Elise Mueller used a similar strategy when starting at a new school, she used collaboration as her tool for beginning her teaching process. The next concept she discusses is learning organizations which is a very neat idea for teachers by assisting them to glean strategies from others as well as organizing their schedules and keeping their sanity. Finally we need to emphasize teacher as the designer role so that they may be fluent in project based learning to help with the future success of our students.