Reflection #6

1. Discussion on how technology tools can encourage students to be reflective and evaluate their own strengths. 
Technology tools can encourage students to be reflective and evaluate their own strengths by learning how to use new and different tools. Many tools are used for organization while others are used for group work. Some tolls are used for asking questions and learning how to do something. These tools can also be very effective by showing immediate feedback while evaluating their success.

2. Describe several ways in which you can get students' mind's ready for a project. 
Background knowledge is very important to capture when getting ready for a project. In order to get what you want out of your students, you need to get them interested in the topic. The use of an "introduction" or activity is very helpful for bringing out that background knowledge. It will get all your students involvement and create interest in the project. If the project is the students' idea, of course they will be interested. If the project is the teachers idea, the teacher must be passionate about the topic in order to get the students attention and passion. Using day by day introduction helps students get ready for the "big project".

3. Discuss the elements of teaching the fundamentals first.
Making sure students have the skills and knowledge before getting in to a project is very important. Students should be able to navigate the project on their own, in order to do so, they need to know the basics before the big idea. It will be easier for you and your students if they know the basics before a huge project.

4. Describe the important steps in preparing students for using technology in projects.
Technology is how a project gets done.

• What tools are best for this project?
• Set up technology playground: encourage students to find technology tools on their own that they think would work best for a specific project. 
• Tap Student Expertise: use technology that most students have a lot of knowledge about but introduce new ones to broaden their learning. 
• Demonstrate: make sure you know how to use the tools before you teach the students. Nothing is more embarrassing than getting in front of the class and being corrected for something simple. Make expectations clear.

5. Discuss ways to promote inquiry and deep learning.

Guide students as they choose questions, plan investigations, and begin to put their plan into action. Students will decide what they want the outcome of the project to be. Help students thought outside the box, think outside of their original question. This will hopefully get them excited to learn because it is coming from their own thoughts and questions.

• "what if?"
• "Should..."
• "why?"

6. Discussion on how concepts in this chapter relate to your topic/project.

This chapter has a lot to do with our project because we are using a lot of different kinds of tools to make the project come together. Concept maps, blogs, podcasts, lesson plans... We planned our project on inquiry by having the students come up with the idea of the fundraiser for Hurricane Sandy.

Reflection #6

1. Discuss how technology tools can encourage students to be reflective and evaluate their own strengths.

Technology tools can be very helpful for students in many ways, but one we may not think about is, how it can help students reflect on their own work. Blogs are great for this because they offer a space where students can reflect over time about what they are learning. Another example the book gives is ProfilerPRO, I had never heard of this site until we had to use it for class, but I think it can be very beneficial for student reflection and to learn more about the way they learn.

2. Describe several ways in which you can get students'' mind's ready for a project.

I liked what the book said about "good projects start by tapping into students' prior knowledge". I completely agree with this statement, you don't want to throw completely new information at your students. If this project was your idea be sure to instill passion when you transfer the project to your students. Give them time to really let the idea settle and to let their imaginations run wild with it. In an example in the book a teacher brings up the topic of their project for a few minutes everyday leading up to it, it helped get the students really excited for it.

3. Discuss the elements of teaching the fundamentals first.

Before you get into a big project you want to make sure your students have the skills needed for a sufficient amount of independent work for the project. you want your students to know the basics before you get into the deeper part of the projects, the part where it is student driven. For that to happen successfully your students need to know the fundamentals of the project so they can navigate it for themselves. I like what one teacher said from the book that when learning how to drive "you would never put a beginner out on the interstate. You want to build up to that, so they're ready" I agree with this and I think it relates to this subject immensely.

4. Describe the important steps in preparing students for using technology in projects.

As like I said before you need to ask yourself, what do the students already know about this topic, what do they need to know in order to pursue this topic. You need to remember that technology is not the project, but how it gets done. Some of the steps for preparing students for using technology in projects is to set up a technology playground. Students are so intrigued by the our fast past change in technologies, so set up a time and place where they can explore and play with the technologies they will be using for the project. this will be a great opportunity for student to student teaching and learning. Another step is to tap into student expertise, which is kind of what I said earlier, let them figure some things out for themselves and when needed get into small groups to discuss and share what they know. You can introduce project management tools, like a log or a journal to help students track their progress toward their goals.

5. Discuss ways to promote inquiry and deep learning.

The example given in the book was really interesting. A group of sixth grade teachers, who taught all different subjects got together to do one big project, that spans into each of their subjects. They started by putting a seemingly bunch of unrelated things together and told to the students that they were all the same. So that got the students attention trying all week to figure out what these things were or had in common. this sparked inquiry and deeper thinking for the students. Once they told the students that the things were all forms of currency, they had them get into teams and they basically established a rate of exchange.


6. Discussion on how concepts in this chapter relate to your topic/project.

This chapter really opens my eyes to how deep PBL can really become with the right tools and steps taken. You really need to know what your students already know, in order to help them have a successful project. Its important to take the proper steps when using technology with students and be sure to let them investigate it before you start, you never know what they will come up with.

Reflection #6

1.            Discuss how technology tools can encourage students to be reflective and evaluate their own strengths.

Technology tools can encourage students to be reflective and evaluate their own strengths by trying different tools and learning how to use them. They will organize their work, work independently, in groups, help others, and ask questions to learn more. They can evaluate their success as they overcome obstacles and become more experienced with the tools.

2.            Describe several ways in which you can get students’ minds ready for a project.

Many teachers first start by introducing projects with a Know-Wonder-Learn activity to help waking up their minds and get them thinking. You need to start by getting your students interested and giving them time for the project idea to sink in. Also, having a kickoff activity or presentation before a project will really get the students excited and prepared to start.

3.            Discuss the elements of teaching fundamentals first.

In order for students to work on their projects independently and find information they first need to learn prerequisite knowledge and skills. Teachers do not want students to have to spend time researching the projects and even heading towards the wrong direction when the teacher could point them in the right direction on where to start and what it’s about.

4.            Describe the important steps in preparing students for using technology in project.

There are many steps when preparing students for using technology in their projects. Sometimes the students can work with other students or some advanced planning is required. You need to think about what resources will be available to your students and if they know how to use them. There are many questions that you can ask your students to see where everyone is at with technology.  

5.            Discuss ways to promote inquiry and deep learning.

Starting your students off with some information may be a good idea but then allowing your students to do research and think about their topics will help them gain a deeper meaning and learning. Encourage your students to come up with new ideas and get them excited about their project and learning the information. 

6.            Discussion on how concepts in this chapter relate to your topic/project.

This chapter relates to our project because it talks a lot about how we need to be prepared and how we can help our students become prepared. Also, allowing our students to be independent and research their own ideas to get excited and help get their minds ready for a project.

Revised Concept Map (Part B)

By revising our Concept Map, we added pictures that we thought were relevant to weather monitoring and Hurricane Sandy. With these pictures, we believe that it seemed more appealing to younger students. We didn't add much to the actual content because we feel everything we need is already addressed. In the future, we should add more color and pictures to make it even more appealing to younger students.

Reflection #5

1. Discussion on the items that should be considered before starting a project with students.

• Community resources 
• Are the technologies we are about to use new to us and/or my students?
• Schedule appointments with experts if so.
• Always use technology coordinators and media specialists in your district to your advantage.

2. Discussion on teachers' and students' management needs.

Teachers:

• Tools for communicating with students and others about the project.
• Tools for making milestones ane vents visible and for notifying students when changes occur.
• Methods for getting resources to students.
• Systems for managing work products
• Structures that support a productive learning environment in which teams and individuals are engaged of learning tasks at the same time.
• Assessment tools and strategies
• productive learning
• accomplishing goals
• asses and load balance between teammates
• just-in-time feedback

Students:

• Systems and tools that help manage time and flow of work.
• Systems that help students manage materials and control work drafts.
• Collaboration tools
• Methods for seeking assistance
• Ways to get and use feedback, self-reflection, team input, and teacher advice.
• Ways to work interactively and to see ow parts add up to the whole.

3. Discussion on some of the technology applications that should be considered for use in a project.

• Blogs: structure and flow delivery system, keep publishing control in your hands, and a communicating tool.
• Wiki: shareable content, collaboration tools, web links, developing information that flows from many to many.
• Drupal: configurable, forums and surveys, open-sourced system.

4. Discussion on how concepts in this chapter relate to your topic/project.

With our project, we will be using a lot of computer based technologies that are in need of many specialists help. We will be using the districts specialists to our advantage! Team planning is very important because we are going to be writing separate lesson plans yet using it for a collaboration unit.





 

Reflection #5

1.  Discussion on the items that should be considered before starting a project with students.

Before starting a project you will need to take a look at the specific items and resources that you will need for said project. Don't overlook community resources as potential sources of supplies.  Ask yourself if your project will involve the use of technologies that are new to your students.  Make sure you schedule appointments in advance with the experts needed to visit your classroom as pertaining to  your topic.  Also do not over look technology coordinators and media specialists in your district.

2.  Discussion on teachers' and students' management needs.

For teachers project management needs are tools for communicating with students and others about said project, and methods for getting resources to the students.  They will also need systems for managing work projects and assessment tools and strategies such as ways to give "Just-in-time" feedback on student work as it develops not just when it is completed.  Student project management needs are collaboration tools, methods for seeking assistance.  Ways to work iteratively and to see how parts add up to the whole.

3.  Discuss some of the technology applications that should be considered for use in a project. 

You first want to consider selecting from an assortment of web-based applications and services that suit your project.  You can use a blog which is easily edited but in structure and flow it is more of a one to one delivery system.  This way viewers can comment on postings made by the author.  Also there is a wiki, which at its simplest is a easily edited webpage.  Users create pages of sharable content using nothing but a browser.  The interactions however are less of a free-for-all using a blog versus the wiki.

4.  Discussion on how concepts in this chapter relate to your topic/project.

Project management strategies are important and therefore linked to our projects in this class.  We definitely need to use the skills and strategies learned in this chapter.  Strategies like team planning are exceedingly useful  here because all of our projects in this class are done in teams.  Throughout this chapter as well as in class Web-based applications are truly relevant, for example using this blog to post my reflections and coursework. 

Reflection 5

Reflection #5:

1.   Discussion on the items that should be considered before starting a project with students.

Thoughtful preparation will benefit both you and your students and is important to consider before starting a project. Before starting a project with students you need to start by gathering resources and materials you will need. Then you need to make sure that you teach your students to become effective time managers and create a deadline. You also need to consider how the student teams will be organized and how exactly you will assess your students.

2.   Discussion on teachers’ and students’ management needs.

Teachers’ project-management needs include: tools for communicating with students and others about the project, tools for making milestones and events visible and for notifying students when changes occur, methods for obtaining resources, systems for managing work products, structures that support productive learning, and assessment tools and strategies. Students’ project-management needs include: systems and tools that help them manage time and materials for work drafts, collaboration tools, methods for seeking assistance, ways to get feedback, and ways to work iteratively and see how parts add up to the whole. Overall, teachers and students in a school who are using a learning management system can use many of its functions to help manage projects.

  

    3.        Discuss some of the technology applications that should be considered for use in a project.

Some of the technology applicants that should be considered for use in a project are an assortment of Web-based applicants and services to suit the needs of your project. You can link a set of tools together in a wiki, associate them with a blog, or use a desktop application. The applications that should be considered also depend on what type of project you are doing.

     4.        Discussion on how concepts in this chapter relate to your topic/project.

Concepts throughout this chapter relates to our project because we are using an assortment of Web-based applications and more specifically using a blog for communicating with other teams and learning new information. Also, we are all learning management skills that will keep us organized and on task within the classroom.

Reflection #4

1. Discuss the potential pitfalls of project design.

Some of the pitfalls the book mentions are a project that has a long activity but is short on learning  outcomes. so if the project takes a good amount of time, you want your students to get the right amount of learning from however long the project is. Another pitfall is just laying technology over traditional practices. Like having students research a topic on the Internet then having them present it in a slide show. Its just a fancier way of doing a research report and that's not sufficient learning.

2. Discuss the features of a good project.

Some features of a good project are realistic, so there will be many attributes to it. They are structured so students learn with and from one another. This is important because you want to promote peer teaching and learning. Center on a certain question or are inquiry structured. Good projects also reach beyond school to involve others and simply have students learn  by doing.


3.Discuss where project ideas come from.

Project ideas can come from just about anywhere. They can come from new stories, contemporary issues, or even student questions or interests. There are lots of ideas for a project, your job is to sort out the good from the not so good ideas.

4. Discuss the steps to a design project.

When starting a project you want to first revisit the framework, fix and finalize your list of objectives. Second you want to establish evidence of understanding, so what will the students be able to do or what will they know after the project. Plan the project theme or challenge, remember you want both enough structure and flexibility to serve the needs of the project. Lastly plan entree into the project experience, what will you do to captivate your students?

5. Discussion on how concepts in this chapter relate to your topic/project.

The concepts in this chapter are very helpful for our project. They give us guidelines to work with as we move along. We have to keep in mind that our project is for kids and we want them to have fun, while they learn. That means keeping away from the pitfalls and really engaging them.

Reflection #4

1.            Discuss the potential pitfalls in project design.

The potential pitfalls in project design include not having quality projects while using the technology, not being the “right size”, having themes that do not get the students to be more collaborative and think differently about it, and being overly scripted with too many steps.

2.            Discuss the features of a good project.

The features of a good project include the following qualities:

-Loosely designed with the possibility of different learning paths

-Generative, causing students to construct meaning

-Centered on driving questions

-Realistic, and cross multiple disciplines

-Reach beyond school to involve others

-Tap rich data or primary sources

-Have students working as inquiring experts might

-Students learn by doing

-Learn 21^st century skills

-Structured to learn with and from each other

3.            Discuss where project ideas come from.

Project ideas are everywhere and can be found just by looking around. They can also be found in the classroom and from learning by others as well.

4.            Discuss the steps to design a project.

The steps of designing a project are to revisit the framework, establish evidence of understanding, plan the project theme or challenge, and plan entrée into the project experience.

5.            Discussion on how concepts in this chapter relate to your topic/project.

Concepts in this chapter can relate to our topic/project in many different ways. We are reminding students how to design a project and where they are coming up with ideas. Also, having the students really be engaged and use technology to be successful in their project.

Reflection #4

1. (1) Long on activity, short on learning outcomes: not worth investing you or your students’ time. A project should be “right sized”. Lean toward where an idea can form and not fall short of what you are trying to teach.

(2) Technology layered over traditional practice: don’t have student’s research and present their findings on a power point. Connect students to rich data and primary sources which creating high quality learning products.

(3) Trivial thematic units: go beyond the relation of a lesson with the outside world. Provide students with the opportunity to look into the lesson with history and solid facts by interviewing people involved or polling classmates.

(4) Overly scripted with many, many steps: discrete steps and predictable results.

2. 

• Loosely designed with the possibility of different learning paths
• ·      Generative, causing students to construct meaning
• ·      Center on a driving question and structured for inquiry
• ·      Student interest within real life experiences
• ·      Realistic and cross multiple disciplines
• ·      Reach beyond school to involve others
• ·      Tap rich data
• ·      Structure
• ·      Have students working as inquiring experts might
• ·      21^st-century skills and literacies, communication, risk-taking, confidence, resilience, self-reflection, cooperation
• ·      Learn by DOING

3.

• ·      Projects produced by other teachers
• ·      News stories
• ·      Contemporary issues
• ·      Student questions or interests
• ·      Educational use
• ·      “Mashup” of a great idea and new tool.
• ·      One good project will lead you to another

4. (1) revisit framework: Learning objectives, 21ts-skills included, identify learning dispositions: persistence and reflection.

(2) Evidence of understanding. How would the students be different as learners and as individuals?

(3) What would students inquire about, do, create? “Optimal ambiguity,” True-to-life connections.

(4) What is the first thing you are going to say to get students interested? What will motivate your students?

5. Weather monitoring isn’t the most fun thing in the world. In order to get students interested, we need to make the activities fun and exciting. Explore all kinds of possibilities that students would be interested in. We plan on focusing around Hurricane Sandy, therefore we can include weather monitoring in to our lives and have students research and talk to people who were affected by the hurricane and who is involved with the organizations toward donating to those who were affected.