The potential pitfalls are long activity, short on learning outcomes, technology layered over traditional practice, trivial thematic units, and overly scripted with many many steps. Long on activity, short on learning outcomes means that that when the project has a lot of busy work and is long but only teaches you a little bit its not worth time investing in. You as a teacher also want to have different types of products and not similar ones which means that you have assigned something that just is about recalling and understanding information. Technology layered over traditional practice means that having a student do research on a topic and than making a slideshow is a dressed up version of a report. When you as a teacher are making good project you are focusing on reaching different learning goals and objectives. When teachers pick technology its important to make sure the technology connects students to rich data and allows the students to create a really good high quality project. Trivial thematic units is about using themes to unify a year's worth of projects to help students make connections between each project with the same theme. Overly scripted with many many steps is about having students get away from the step by step instructions and make critical mature decisions about their learning paths.
2. What are the features of a good project?
"Some features of a good project are to let students ideas and curiosities drive the learning experience, are loosely designed with the possibilities of different learning paths , are generative, causing students to construct meaning , center on driving questions or are otherwise structured for inquiry, capture students interest through complex and compelling real-life or simulated experiences, are realistic, and therefor cross multiple disciplines, reach beyond school to involve others, tap rich data or primary sources, are structured so students learn from one another, have students working using inquiry, have students learn by doing not telling them step by step instructions, and have the students use 21st century skills , literacies , and dispositions."( 65)
3. Where do project ideas come from?
Some project ideas come from project plans developed by and for other teachers, a tried and true project with potential for more meaningful, expressive learning, news stories, contemporary issues , student questions or interests, a classroom irritant put to educational use, a mashup of great ideas and a new tool, and collaboration with other teachers to make the best lesson plants and projects.
4. What are the steps to design a project?
Revisiting the framework is the first step. ( which is the objectives, disciplines, specific 21st century skills , and learning dispositions)The second step is establishing evidence of understanding, the third step is planning the project theme or challenge, than plan the project experience and write a project sketch, create an asset map, and track assets online.
5. How can concepts in this chapter relate to my project?
I can use how the steps to how to design a project in my lessons plans and lesson focuses. Also its important to remember how to find project ideas that will help my students gain more learning. I can use some of the project ideas and incorporate them into my lesson. Also I need to make sure I overcome any pitfalls !
I know I said this last week, but I'm going to say it again. I really like how you highlighted your questions! That makes it a heck of a lot easier to determine what's what. Your quote on the features of a good project is excellent! Also, I like that you noted the importance of overcoming any potential pitfalls we might encounter with our projects. Overall, this is an excellent reflection!
ReplyDelete