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.

mind map