Reading Reflection #10

Chapter 10 - Celebrating and Reflecting

1. Discussion on the importance of setting aside time for reflection.

• The importance of setting time aside for a reflection it is acknowledged as being an essential element in learning. Taking time to reflect helps students feel good about their accomplishments and it also helps make learning more effective. 

2. Discussion on the reason students need to reflect and elaborate.

• Students need to reflect and elaborate because they will become more accomplished as professional project-doers and you will put more and more decisions for subsequent projects in their hands in the future. You must ask them question such as "What does this get you wondering about next? What do you want to learn now, and how do you want to go about it?"

3. Discussion on how schools build tradition and identity.

• Many school identities are tied to their traditions. What schools share is a sense of tradition and an expectation of excellence. Think about how your class and school can establish a tradition of exemplary project work. Once you have established a tradition of excellence, students will feel it's a privilege to honor the tradition with their hard work.

4. Discussion on the importance celebrating a project.

• Show the students' work, put on an event, create a blog, or throw a party. Any way you do it, celebrate learning by building your school's identity as a place where kids get to learn through projects. 

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

• The concept of this chapter relates to my topic/project by the use of our celebration of doing the project. Being able to celebrate by learning and engaging with one another is a great way of treating one's self and reflecting on knowledge and growth. 

Reading Reflection #9

Chapter 9: Making Assessment Meaningful

1)   Description of a method of understanding prior-knowledge of students.

a)   Active learning is essential for good projects and students benefit by being actively involved even at the assessment stage. In a well-designed project, students know why they are taking on a particular task and how it leads them toward important learning goals. Students also know what “success” looks like, and they understand the various categories by which their performance will be measured.

2)   Discussion on the importance of establishing anchors for a project.

a)   By establishing “anchors” the teacher gains a sense of where the students are starting and how far they are going as they work to meet learning goals. In a project-based classroom, you expand the opportunities to differentiate instruction and help all learners be successful.

3)   Description of several ways to assess what students learned during the project.

a)   There are many ways to assess your students’ learning. For example, a teacher who teaches digital media has a circle of friends who work in the graphics and video gaming fields. She drams on these experts to help critique her students’ work, and giving them the real-world experience of having their portfolios evaluated.

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

a)   This concept relates to my topic because it is very essential to assess students on their work because it gets them prepared for the real-world and helps them take critique well.

Reading Reflection 8

1. Description of some ways to build connections and branch out beyond the classroom.
Technology is a great way to reach an authentic audience. Technology such as blogs help by connecting students and teachers and by giving students their own voice. It creates a communication medium. It also offers opportunities for students to branch out into the community or farther to research topics for their projects.

2. Description of the EAST Initiative Model.
The EAST Initiative model is the Environmental and Spacial Technologies. They work to make technology usable in the outside world. Students master these sophisticated tools and application in context while solving community problems that interest them. Technology is a hook that attracts children to contribute more into their communities.

3. Discussion on some reasons to let students “lead” their projects.
When students lead student projects, they develop an independence and leadership, learning how to interact with their peers and learning what they are most passionate about. Everyone has a part in a project and students can find their own place when they take the lead in a project they love.

4. Discussion on how concepts in this chapter relate to your topic/project.
Our project is very student led and it's given us more independence. I've also learned more about my community during this project.

Reading Reflection #8

Chapter 8: Building Connections and Branching Out

1. Description of some ways to build connections and branch out beyond the classroom.

• Online Collaboration: it integrates a wide range of technologies to help students connect across thousands of miles.
• Authentic opportunities for students to share their research or advocate for a cause offer a robust contrast to more traditional "report out" methods at the end of a project.

2. Description of the EAST Initiative Model.

• The Environmental and Spatial Technologies (EAST) Initiative network of schools have been demonstration the benefits of using technology for a real purpose. EAST students master these tools and applications in context while solving community problems that interest them. The EAST Initiative started in rural Arkansas in 1996 and has grown to include more that 260 schools in seven states. It has expanded from high school program to included students from second grade to post-secondary levels.

3. Discussion on some reasons to let students “lead” their projects.

• When teachers become more comfortable with the project approach, they sometimes find that students are quite capable of leading their own projects. Students have the potential to chart their own learning path by students with learning disabilities. Collaboration is key for students to work together and lead their projects. 

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

• This chapter relates to my project because it relates to the virtual penpals assignment in regards to students being able to communicate to other students across thousands of miles. 

Reading Reflection #7

Chapter 7: A Guiding Hand--Keeping a Project Moving

1. Description of the levels of classroom discussions.

• Teacher to Teacher: These conversations will likely touch on everything from the procedural to a formative assessment. If teachers do not have time for face-to-face collaboration, be sure you are using a blog, wiki, or any other collaborative tool to keep the conversation going.
• Student to Student: They should be talking about their learning experiences as they unfold within their teams as well across teams. remind them that good communication skills are part of effective teamwork and will help keep them organized and on track. 
• Teacher to Student: The teacher is apt to be circulating, observing, and talking with smaller groups of students. This method is ideal for practicing your own listening skills and asking probing questions that push students toward high-order thinking.

2. Discussion on the questions for “checking in” on students during a project.

• Procedural: Are we staying on schedule? To track progress toward milestones and deadlines, remind students of the project calendar and monitor students' project logs and checklists.
• Teamwork: How are team members getting along? Circulate and ask questions to help assess team dynamics. If you have students using a project blog or journal, ask them to write an entry specifically about their team's progress. Give them a safe place to raise concerns or to ask for help if they are experiencing team trouble. 
• Understanding: Have you thought about...? Spend time observing teams at work, listening to student conversations, and asking questions. Review online work spaces where you can see student work in progress. if you see students going way off task or basing their decisions on faulty information, ask questions or suggest resources to redirect them. 
• Self-assessment: To find out what students are thinking about the project, ask questions that encourage self-assessment and reflection. Project journals or blogs offer space for students to describe challenges or frustrations =, to ask questions that they may not feel comfortable asking in class, or to share their excitement about the project. 

3. Discussion on the benefits to students when optimizing the use of technology.

• Students will gain new insights into how to communicate with a culturally diverse audience. Students may also gain benefits in the outset of a project or by taking in constructive criticism. 

4. Discussion on the 21st-century skills that can make or break a project.

• During a project, pay close attention to team dynamics and if you detect trouble, help students learn to manage their own team conflicts.It is a real-life skill that will serve them well for years to come. Encourage self-assessment by asking the students to describe the skills they have to offer a team. 

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

• The concepts of this chapter relate to my project tremendously due to the "checking in" system on a student in a project. These procedures are extremely important and effective in regards to make sure the students are accurately engulfing themselves in project-based learning and collaboration of both teachers and students.