Reading Reflection 6

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

·       There are many different ways that technology can be used as a reflective device. In EDT 3470, we use blogs to reflect on our work. I think this is beneficial because our group members and the instructor are able to see different thought processes throughout the semester. Another way that technology can be used as a reflective device is through surveys. Surveys such as ProfilerPRO and SurveyMonkey provide a way for both students and teachers to reflect on previous assignments. Students can give instructors feedback about different projects by assessing what went right and what could have gone better. Students can also identify their own strengths and weaknesses and reflect on the different skills they learned throughout the process.

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

·       The text suggests that all projects start out by tapping students’ prior knowledge. There are several ways that an instructor can tap into their students’ background knowledge and get their students’ attention. This can be as simple as starting a discussion about the topic or having them fill out a KWL chart. The instructor could bring in several items that have to do with the topic and have students guess what the upcoming project might be about. Whatever way the instructor decides to spark the interest of their students, the important thing to remember is to give students time to think about and discuss the topic. When this time is given, students will become intrigued and excited to start learning.

3.Discuss the elements of teaching fundamentals first.

·       When diving into an intricate project, it is important for teachers to understand where their students are starting out. It would be unrealistic to ask students to inquire about a topic if they do not have a solid knowledge base to start their thought process. One way that teachers can find out where their students are starting out would be having students fill out a KWL chart. This will give teachers a clear understanding of how much their students know about a specific topic. Once the KWL chart is completed, a teacher may notice that his students do not have very much background knowledge about the topic. The teacher can therefore determine that he needs to teach the fundamentals first before moving onto the project that he had planned.

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

·       Before starting a project that will involve students’ use of technology it is important for teachers to prepare their students to work with different technologies and understand how they will be using the technologies to learn. This requires advanced planning on the teacher’s part. Teachers need to evaluate what technologies they will be using and how much knowledge their students have about the use of these technologies. The teacher may want to ask tech-savvy students or the school’s technology specialist for help in teaching students how to use technologies before diving into the project. Teachers may develop a screencast in order to further help students use the technologies.  

5.Discuss ways to promote inquiry and deep learning.

·       One great way to promote inquiry and deep learning is to integrate several different subject areas into the project. Projects are much more beneficial and authentic to students’ lives when the project can be related to several different content areas. In the text, there was an example of a project on the topic of money. This project combined social studies, science, math, literature and art. The combination of these different subjects benefited the students’ learning more than if the project would have just focused on one subject area.

·       Another way to promote inquiry and deep learning is by redirecting questions that students may ask during a project. As teachers it is important that we learn how to redirect students’ questions so that they are set up for deeper learning. If a student asks, “What is money made of?”  we need to be able to redirect the question to, “How can you analyze money to learn what it is made of?” When questions are turned into other questions that are more challenging, it sets students on a path of inquiry.

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

·       My group can use the concepts in this chapter to help our students throughout our project. I think that it is important that before we start the project, we need to figure out how much they know about exercise and the different technologies they will use throughout the project. As fifth graders, they may know a little bit about computers, but they may not know how to Skype or edit a video. We need to think about how much time we will need to allot to teach our students how to use various technologies.

Inspiration Collaboration

ASSIGNMENT II, PART B: By now, you should have discovered some new ideas for your Collaborative Project. Therefore, you need to revise your Collaborative Inspiration concept map. This should be discussed as a post in Blog of what changes you have found and what changes need to be changed. You will also need to decide which team member should download the free 30-day trial of Inspiration Trial (10 Megs) Kidspiration Trial (16 Megs)-- be sure that only one group member does this. Then the concept map needs to be revised. (It will be compared to first one for revisions.)

 

This is what the website says. What are some things we could add to the map?  

 

What about things we will discuss with our pen pals, things we need for the video, maybe ways we will incorporate math and science into the project?

 

For the video:

script, camera crew, editors, actors,  music, etc. 

Pen pals:

Sports they play, how often they exercise, what they know about exercise

Ways to incorporate math and science:

Figuring out how many total hours (a week/a month/a year) we should exercise?, How exercise physically affects the body?

 

What do you think?

Reading Reflection #5

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

I believe that preparing heavily before starting a project with students is important. Obviously one of the first things to consider is what materials you need. Having all the materials before the project is started will help it to run more smoothly and efficiently. The next question is how much technology your students will need to use and if you will need to more access than you already have. Will you need to have students talk to experts to keep the project going is the next question. If so these people should be contacted as soon as possible to see if they can visit the classroom. We must also look to the parents and the community to see who else can help with the project. As a team, teachers must decide which part of the project they will become responsible for. 

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

 

I believe that students need to be able to manage themselves. I wish that I was given more practice of this in school so that I would be more efficient today. I agree that giving students small chunks at a time will be helpful and show them that taking one step at a time will create a great project. Also, chunking the tasks will be easier on the teachers so they will not feel as overwhelmed. I think that a class calendar and blog is a great idea and will really help the students and parents stay on top of the project.

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

 

 We should be using web-based applications. These can be blogs, wiki, or web-based desktop applications. Creating a wiki will have students place their knowledge onto a webpage that they can share with the rest of the world. They can add web links and even create their own pages to develop the information that they have. I really like the idea of a wiki, although I know we will need to make sure the students are keeping record of their sources. In a web-based desktop application they can create a place just for them to keep their records. It will be like an 'office' to keep their information. I believe that this will help students to stay very organized.

 

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

 

I think this really relates to our project because I am chunking things day by day on my own calendar, we have a group blog and we are each deciding what  part of the project we will be responsible for. I believe that planning as much as possible will help me be a better teacher so I can prepare for any struggles or hurtles we must overcome. Also, having something planned day by day will help my students to feel like I have prepared well for them and I am confident they will do well.

Reading Reflection #5

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

-          Before starting a project, a teacher should plan for what resources/items will be needed. First, a teacher should check available inventory to see what supplies, tools, and other materials are available for use. Computers, computer software, and the Internet are technology resources that may need to be available before starting a project. Referring to experts of the community may also be a resource to take into consideration before starting a project. Knowing in advance the resources you have available will help organize the project and help things run smoothly.

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

-          In order for a project to be successful, teachers and students need to work collaboratively together. Teachers and students also have to entail certain management skills so that the project is organized and productive. Teachers need to plan for how they will communicate with their students and others about the project. Teachers also need to plan milestones and make events visible for students to notify students of possible changes. Also, teachers must manage the methods for getting resources to students and managing a system for working projects. Management tools and strategies students need include: managing their time and flow of work, managing materials and control work drafts, collaborating, get and use feedback on their work (through self-reflection, team input, and teacher advice), and 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.

-          Web-based applications are important aspects of project-based learning. There are several ways to go about using web-based applications to make your project successful. Some of the web-based applications are a wiki page, a blog, Drupal, and Textpattern. All of these web-based applications help students and teachers communicate among each other. It makes it easier to plan, set milestones, manage research, add web links, and edit information collaboratively.

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

-          The concepts of this chapter relate to our project because we are using web-based applications (such as a blog) to communicate among group members. The blog makes it easy for us to communicate on a day to day basis about our research and discuss project progress. A blog is something I would incorporate in my classroom practices; whether it’s with students, parents, or other teachers in my school or other school districts.

Reading Reflection 5

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

• Before starting a project with students it is important that a teacher plans for what resources they will need. In-depth projects may depend on many resources-computers, computer software, Internet access, etc. Projects also may depend on help from experts in the community. It is important that teachers plan ahead of time what they will need for the project and also provide a back-up plan in case something does not work.

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

• During the project it is important that both teachers and students stay organized. Without an organized classroom management plan the project may not be as successful as it could be. Teachers need to plan for how they will communicate with their students about deadlines and changes. They also need to plan how they will structure the learning environment so that students are engaged. In order for students to be successful during the project, they also have to have their own management plans. Students should be prepared to know how to ask for help when help is needed, learn how to manage their time and work flow and also how to reflect back on their work through constructive feedback from peers and instructors.

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

• The most important thing to consider in project-based learning is communication. For a project to be successful there must be open and active communication between students and instructors and students and their group members. One way that teachers can incorporate technology into their projects to make communication easier is by creating a blog. Blogs are a great tool for communicating progress throughout the project and allows group members and instructors to discuss project ideas.

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

• In this class, we use a blog to communicate ideas about our project and submit assigned work. I like this idea because it makes it easy to communicate outside of the classroom. I think that incorporating a blog into our project would be beneficial for students. They would be able to reflect on project ideas and communicate new ideas to group members both in and outside the classroom.

script

Hello Parents of Room 2202, here's what happening in our classroom.

We are going to be incorporating project-based learning into our current unit on exercise. Project Based Learning is a new way of doing projects in, and outside of a classroom. It is a great way for our students to become familiar with the real world and practice the skills they will need to succeed with today’s technology and practices. Project Based Learning serves as the centerpiece of the curriculum while incorporating countless other subjects, such as math, science, art, reading and the list goes on and on. Your children will be learning to work collaboratively to answer their own questions and reach their goals. They will learn to manage themselves and the time they use to be efficient and create a quality project.  Project Based Learning helps students to explore all corners of the globe and incorporate many different cultures into these projects through the use of technology. Project Based Learning may seem new and a little strange to our students at first but once they see how they are answering their own questions and achieving their goals through research it will be a piece of cake!

Throughout the last few months, our class has been learning many different things about physical activity. We started off our unit by asking our students one question: What is exercise? Students discussed in their groups and then shared with the class different activities that they partake in.  Many students said that they play football, basketball, swimming and running for exercise. Our goal for this unit is for our students to discover the benefits of exercising through research. As well as develop knowledge about different or new ways that they might achieve these benefits.  

The students started off their endeavor by using the Internet and databases to research the different physical, emotional and social benefits of physical activity. They then worked in groups to present a multimedia production of their choice. Students had the freedom to present this information in the form of blogs, podcasts, Power points, posters, written essays, webcam, videos, or pictures. This lesson incorporated creativity, collaboration and resourcefulness, which are all major aspects of project-based learning.

Next the students researched different physical activities that may have been unfamiliar to them up to this point. Students researched different activities involving meditation, cardio, core-strengthening and aerobics. The students used this information as a base when they created their own weekly work-out log. Students were challenged further to conduct interviews with the gym teacher, the health teacher and family physicians to talk about what activities might be best for them as fifth grade students. As they created their logs, they were asked to describe in detail how they will benefit from each activity.

As we continue with our unit on exercise, students will be communicating with fifth-grade pen pals via email and webcam in Australia. They will learn and discuss how physical activity compares to their peers living across the globe. Students will share what they have learned with their pen pals and learn to play the popular Australian sport of Cricket. Students will have the opportunity to research about the history, view videos on how to play this game and eventually play.

The lessons that we have completed thus far have prepared our students for our final project. Students will create their own workout video to share with their families, pen pals, and students in their school. They will be using the information they have learned in their research to create an informative and fun video. Students will be using all aspects of project-based learning by creating their own outfits, writing the script, filming and acting. This project will incorporate math, science, language arts and physical education. After the final project is completed, parents and family members will be invited to our exercise fair which will display all of the projects that were completed throughout the unit.

We hope that this will be a learning experience not only for our students, but for everyone involved.

Reading Reflection #4

1.      Discuss the potential pitfalls in project design

-          Long on activity, short on learning outcomes- You want to create a project that will meet the learning goals of the lesson quickly and efficiently. You also want to create a project that is “right sized”; meaning, the amount of time spent immersed in a project should reflect positively in the learning outcomes. If students are spending a large amount of time on the project itself and are not gaining enough out of the “learning” experience, then that particular project may not be worth the time.

-          Technology layered over traditional practice- Incorporating technology into a project can be beneficial to the students learning and essential to their learning experiences. However, it is important that the project focuses on reaching the learning outcomes through the use of technology. Using technology should bring students and co-workers together, connect students to rich data or primary sources, and provide another way to allow students to create unique and high-quality learning products.

-          Trivial thematic units- It’s important to know that thematic unity doesn’t necessarily mean project-based learning. However, teachers can decide to use an overall theme to unify projects. A unify theme can help students make connections from project to project.

-          Overly scripted with many, many steps- Projects can sometimes include too many detailed steps that can actually take away from the learning experience. On the other, starting what may be a complicated project may be worth all the detailed steps. It all depends on the learning objectives and the student outcomes.

2.      Discuss the features of a good project

-          Good projects share many qualities. Some important qualities that teachers should keep in mind at all times include: loosely designed with the possibility of different learning paths, generative- causing students to construct meaning, capture student interest, realistic, reach beyond school to involve others, are structured so students learn with and from each other, get at 21^st century skills and literacies, and have students learn by doing. If teachers can keep some of the above qualities in mind when designing/implementing a project, students should have the experience needed to accomplish the learning goals.

3.      Discuss where project ideas come from

-          Project ideas can come from anywhere. Students can be a great resource for driving project ideas. Also, the Internet is full of ideas and ways to help change/create project ideas. News stories, contemporary issues, and student questions/interests are also ways in which a project idea can be developed or created.

4.      Discuss the steps to design a project

-          There are many crucial steps one must take in designing a “good” project. The first thing a teacher should do is return to the framework of the project. When doing this, review the learning goals and the objectives of the project, and decide on the specific 21^st century skills you want to address. Next, establish ways to identify evidence of understanding. How will you know your students are making progress? How will you assess their learning? The next step is to plan and execute.

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

-          This chapter gives us the necessary insight, tools and resources to create our own projects. Not only can we develop/create a project through the ideas and concepts discussed in this chapter, we now can develop/create a project that is appropriate and worth the learning experience.

podcast

Hi guys, sorry I didn't post this sooner but our internet is down. Here is my part of the podcast, I think it needs more of an introduction but I tried to include as many aspects of project based learning as I could. Let me know what you think. 

Project Based Learning is a new way of doing projects in, and outside of a classroom. It is a great way for our children to become familiar with the real world and practice the skills they will need to succeed with today’s technology and practices. Project Based Learning serves as the centerpiece of the curriculum while incorporating countless other subjects, such as math, science, art, reading and the list goes on and on. Your children will be learning to work collaboratively to answer their own questions and reach their goals. They will learn to manage themselves and the time they use to be efficient and create a quality project.  Project Based Learning helps students to explore all corners of the globe and incorporate many different cultures into these projects through the use of technology. Project Based Learning may seem new and a little strange to our students at first but once they see how they are answering their own questions and achieving their goals through research it will be a piece of cake!

Reading Reflection 4

Discuss the potential pitfalls in project design.

The first pitfall is that the project is long on activity, but short on learning outcomes. As teachers we want to make sure that our students are not wasting their time doing a big project but learning something they could get from just reading a short article. It would be extremely easy to fall into this trap by trying to make learning fun but we must also make sure that the amount of learning matches the amount of time spent on the project. The second pitfall to watch out for is trivial thematic units. We need to make sure that we are combining all subjects (math, science, writing, reading, etc.) into one themed project, not one theme into all different, and separate, subjects. The final pitfall is to make sure the project is not overly scripted with many steps. We need to make sure that we are guiding our students through their learning, not just telling them what to do. If the steps are extremely descriptive and narrow the students will have no room to collaborate, think outside the box or become independent in their thinking.

Discuss the features of a good project.

Features to look for in a good project are, first, that students can take many different paths to learn different things. This means that students will use inquiry to practice risk-taking, resilience, cooperation and self-reflection. The projects must be realistic to situations in life and cross many disciplines. Students must use technology, rich in data, to communicate with each other and manage their projects. Students must construct meaning from the projects and work together, with other students and people outside of the classroom, to learn even more from the project. And most importantly to have the students learn by doing.

Discuss where project ideas come from.

There are many different places to find ideas for projects. Some of which are: a pre-existing project with more potential, projects plans for teachers, news stories and contemporary issues. Many ideas can come from the classroom itself, such as student questions, a classroom irritant (such as an ipod) or a combination of a great idea and a new tool.

Discuss the steps to design a project.

The first thing you need when designing a project is objectives for your students. This is so they know what they are supposed to be doing and what they will achieve at the end. Then it must be decided what 21^st century skills you want your students to use in the project. There are universal skills that will be addressed in every project, such as project management skills. Learning dispositions are the next step, deciding which ones the students will use in the project. Very important is the theme of the project or the ‘challenge’ that the students will be utilizing. And there must be an introduction that you give to your students about the project. Creating a project sketch will help you to see everything that you have already thought out and to see what else you need or what you can take out.

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

I think a lot of this has to do with our project. We need to plan everything out and know what is included in a good project. We must be aware of what can hinder our students learning in our projects and we should know what to watch out for to prevent these things. This will help us to create our project for this class and for our PBL projects in the future. 

Reading Reflection 4

1.Discuss the potential pitfalls in project design.

·         It is all too easy to go online and look up fun and creative lesson plans. Although collaboration is great, teachers should need to be strategic when looking for the right lesson plan for their students. A fun project does not always mean a beneficial project. There are many potential pitfalls of project design.

1.       Long on activity, short on learning outcomes- A project should cover several learning objectives if it is going to take several days to complete. If the project lasts a week and does not provide a large outcome, chances are, it is not worth the teacher’s or the student’s time and could be learned through other means.

2.       Technology layered over traditional practice- We have all been fallen victim to this project pitfall. I know I have asked my students to research a topic and decided to “make the learning experience more beneficial” by having my students put the information into a PowerPoint format. Incorporating technologies into a project is only beneficial if students are using them to connect with others, provide more resources for information or provides some other unique, high-quality learning experience.  Asking students to type their information into a Powerpoint does not take their learning to a higher-level, it is simply at the level of recall and understanding.

3.       Trivial thematic units- One important thing for teachers to understand is that a thematic unity does not necessarily mean project-based learning. It is important that if one decides to incorporate a theme into the unit they do so strategically. The theme should extend over several different subject areas in ways that take student thinking to a higher level of inquiry and evaluation.

4.       Overly scripted with many, many steps- Some lessons will involve many complicated steps to reach a product that may not be worth the hassle. However, some projects will produce a final product that is unique and a great learning experience for students. It is important that when looking at projects, teachers first look at the learning objectives for the lesson. This will help guide evaluate which lessons are right for your students.

2.Discuss the features of a good project.

·         Good projects are authentic and relate to real-world situations. Students should never have to ask “when will I ever use this in real-life?” because good projects should show students the relevancy of the material being covered. Good projects are also loosely designed so that there is room for creativity and change. Projects should be student directed-meaning that projects should let students’ interests and curiosity be the driving force behind them. This will capture the student and increase motivation.

3.Discuss where project ideas come from.

·         Project ideas can come from many places. There are great ideas on the Internet, however, it is important for teachers to use precaution when choosing these lesson plans. It is important that the objectives are right for your teaching purpose and your students. Project ideas can also come directly from your students. Teachers should use their students’ interests to inspire creative new project ideas. Projects are most beneficial for students when they are authentic to students’ interests.

4.Discuss the steps to design a project.

·         There are four steps to design a project:

1.       Revisit the framework by reviewing your learning objectives.

2.       Establish evidence of understanding by thinking about how you will evaluate students to see if the learning objectives were met.

3.       Plan the project theme or challenge. Teachers should plan activities that incorporate both lower and higher-level skills.

4.       Plan what will get students’ attention. Teachers should plan on what will motivate their students to learn about the subject material.

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

·         This chapter helped me re-think what kind of activities and assignments will be most beneficial for my students to do in my group’s project on exercise. Before reading this chapter, I thought that incorporating a Powerpoint into the project would be beneficial, however I have learned that it is only beneficial if the Powerpoint is providing a high-quality learning experience.

Reading Reflection #3

1. Discussion on what should be considered in finding the “Big Idea” for a project.

- Searching for the “Big Idea” takes practice. Teachers need to take time to refer to teaching guides, professionals, and colleagues about what is important. Teachers first have to ask themselves what they want their students to complete; what they want their students to be able to do or know at the end of the project. The ideas teachers explore should have “real-life” contexts and should be able to connect to the world outside of the classroom. Once teachers have a general idea or goal of the lesson, they need to ask “why is this important to my students to know/learn?” Also, teachers should ask “how will this benefit my students?” The text discusses how students will become more invested in learning when they know that their project offers value for their community or world (pg. 46). Investing time in exploring the “Big Idea” will provide the teacher and students the opportunity to learn new skills or master unfamiliar content during the project. Teachers should also take advantage of how the “Big Idea” of one project in a certain subject can overlap other subject material. And finally, a teacher must “imagine how the project will help students develop 21^st century skills; think beyond subject mastery to the important skills, attitudes, and habits of mind the project might involve” (pg. 47).

2. Discussion on the 21^st century skills.

- A well-developed project will challenge students to stretch their intellectual muscles; such a project should force students to think critically, develop conclusions, make inferences, and ask questions. In order to ensure students are being challenged in such necessary ways, teachers incorporate and plan for learning actions associated with Bloom’s Taxonomy of Educational Objectives. Bloom’s Taxonomy is categorized into six objectives; they are (from lowest instruction to highest) remember, understand, apply, analyze, evaluate, and create (pg. 47). Analyzing, evaluating, and creating (the three highest instruction of the taxonomy) are the bases of project based learning projects. Projects that encourage students to analyze, evaluate, and create will develop higher thinking skills and stretch their intellectual muscles.

3. Discussion on the 21^st century literacies.

- The chapter explores and defines multiple definitions of 21^st century skills and literacies; all of which go beyond the ability to read and write (pg.48). The enGauge 21^st Century Skills is a model that highlights the “Digital-Age Literacy”. The Digital-Age Literacy involves “scientific, economic and technological literacies; visual and informational literacies; and multicultural literacy and global awareness” (pg. 48). Inventive thinking, effective communication, and high productivity are also highlighted in the Digital-Age Literacy. The United Nations Educational, Scientific, and Cultural Organization (UNESCO) defines literacy as “the ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts” (pg. 49). The NETS.S addresses “creativity and innovation, communication and collaboration, research and information fluency, digital citizenship, and technology operations and concepts” as the bases of literacy (pg. 49). In general, literacy “boils” down to learning how to be independent, aware and productive citizens. Teacher Jeff Whipple describes literacy as “wanting our students to be information artists” (pg. 50). Can our students find the information, can they assess whether the information is useful, can they deal with raw data, and can they explain their own understanding of it?

4. Discussion on each of the essential learning functions.

- There are 8 essential learning functions described in chapter 3:

1. Ubiquity: Learning Inside and Outside the Classroom, and All the Time

- In the 21^st century it is becoming easier and easier for students to learn anywhere and at anytime. Teachers should look for tools that allow/help students be more mobile and learn wherever they are, whenever they want, and more frequently, with whomever they want.

2. Deep Learning

- In order for our students to be exposed to higher-level thinking, we as teachers must encourage our students to navigate and sort, organize, analyze, and make geographical representations. Students need the appropriate tools to help them organize and make sense of the data they explore, research, and learn.

3. Making Things Visible and Discussable

- Visual representation can get the conversation started. Showing rather than telling, conceptualing with "mind" maps, seeing things too small or too big, too fast or too slow for the naked eye, examining history through digital artifacts, expressing ideas through photography and multimedia, graphical representations and modeling, animaiton, and digital art are all tools that can be used to make material visual and discussable.

4. Expressing Ourselves, Sharing Ideas, Building Community

5. Collaboration- Teaching and Learning with Others

6. Research

7. Project Management: Planning and Organizing

8. Reflection and Iteration

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

- This chapter is useful to our project because we now know how to look for the "big ideas", it showed us how to make use of the higher levels of Bloom's Taxonomy, and how we should/could incorporate the essential learning functions. Every aspect of this chapter is a learning experience that we can incorporate into our porject to make it worth while.

Web Evaluations Assignment?

Hey girls! Quick question about the web evaluations... We have to submit one document as a group with each of our three website evaluations. How do you want to go about putting all the websites together as one document? Also, am I still doing my web evaluations on exercise frequency? I don't know what I'm researching!! Ahhh Let me know ASAP. I feel completely lost in this class right now

Reading Reflection 3

1. Discussion on what should be considered in finding “the Big Idea” for a project.

When finding the “Big Idea” there are many things we have to look for as teachers. One of these is what the “Big Idea” actually is, which is the important concepts and processes. We need to think about what our students should know after doing their projects. Also thinking about who can be involved in the project from the community is part of the big idea. Getting information from experts in what you are studying can be exciting and educational for our students. Showing students that the “Big Idea” relates to themselves, what they are learning, and how it can include their community.

2. Discussion on the 2lst Century skills.

When I read ‘21^st Century skills’ it sounded very complex and intimidating, but know I know it just means skills that we need to teach our students. Among these skills is the ability to create things and collaborate with each other. NETS is a place to look for help with 21^st Century Skills and relating them to the core subjects.

3. Discussion on the 21st Century literacies.

The ISTE NETS focus on the digital literacies.  These focus on developing processes, creative thinking and constructing knowledge. They help us with communication and group effort while using digital media. Using tools to get, examine and utilize data and understanding human problems with technology are also things the ISTE discuss. Overall the biggest part of these literacies is for our students to learn to be able to work on their own and understand the 21^st century world.

4. Discussion on each of the essential learning functions.

The first essential learning function is ubiquity or learning in and outside of the classroom. The biggest tools will be technology that will help students learn this way. The second is deep learning which is helping students to make meaning of information on their own. Making things visible and discussable is the third learning function which is it is easier to learn when things are right there in front of you and can be discussed. Expressing ourselves, Sharing Ideas, and Building Community allows students to learn more through others on the web. They can do all of these things by talking to other people on the internet or finding information. Collaboration is the fifth learning function; I believe working with others is the best way to learn. The sixths function is research, looking into questions that students have will help them to become more responsible, independent and learn more. A very important learning function is project management so that students can learn how to manage themselves and others to get a project done. The final essential learning function is reflection and iteration which helps students to recall their ideas, final work and what succeeded and what did not.

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

I think the essential learning functions are really important and can be helpful to us when we are doing our projects this semester. We can think about what our students need to do to succeed and be independent. I believe that the “Big Idea” is also really important. I think that sometimes teachers can lose sight of this and become consumed by the project when we really need to focus on what the students are learning and how we can best help them learn.

Reading Reflection #3

1.Discussion on what should be considered in finding “the Big Idea” for a project.

·         In finding “the Big Idea” for a project, one should consider what the national standards are for that subject area.  Teachers need to ask themselves, “What do I want my students to be able to do at the end of this lesson?” After they have created the goal for the lesson they should ask themselves, “Why is it important that my students learn this?” When teachers ask themselves this question, they can begin to plan authentic lessons that focus around real-life situations that use the skill that will be taught.

2.Discussion on the 2lst Century skills.

·         One of the most important educational reforms that have taken place in the last decade is the inclusion of teaching 21st century skills to students. For decades, educational curriculum has used Bloom’s Taxonomy as a guide. Past generations have focused on the lower-order categories such as knowledge, comprehension and application. These categories are a very important basis and cannot be excluded, however, in order to prepare students for the 21^st century teachers have begun to focus on the higher-order categories of analysis, evaluation and synthesis.

3.Discussion on the 21st Century literacies.

·         The book discusses many different opinions related to 21^st century literacies. enGauge states that “Digital-Age Literacy” involves “scientific, economic, and technological literacies; visual and information literacies; and multicultural literacy and global awareness” (p. 48). The UNESCO states that “literacy is the ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts” (p. 49). However one defines it, it seems that it is agreed upon that literacy is much more than reading and writing. It is the culmination of different content areas that one uses to problem solve. It is important that teachers understand that to be successful in the Digital Age, students need to be competent in the 21^st Century literacies.

4.Discussion on each of the essential learning functions.

·         There are eight essential learning functions discussed in this chapter:

1.       Ubiquity: Learning Inside and Outside the Classroom, and All the Time: With the growing technologies of the 21^st century, it is becoming easier for students to learn new information through a variety of contexts. Teachers should encourage students to gain information in new and exciting ways, such as using a laptop or cell phone to go on the Internet, watch movies/documentaries on Netflix or Youtube that relate to the topic they are studying.

2.       Deep Learning: There are many different ways students can find authentic information other than using their textbooks. Students can read actual documents on the Internet or in the library rather than relying on the summaries of these documents in their books. When students are able to look at additional materials rather than one textbook, they can begin think more deeply about the topic and form their own opinions.

3.       Making Things Visible and Discussable: Many times making things visible helps students learn better. For example, if a teacher is discussing the Ancient Greeks, it may help for students to visually see Athens, the Mediterranean Sea and other historical places by using Google Earth during the discussion. This will help students make connections and provide a basis for deeper meaning.

4.       Expressing Ourselves, Sharing Ideas, Building Community: Students are professionals at using social networks. It would be interesting for them to use these social networks to create a better understanding of the material they are covering in class. The example on page 50 provides a great example of how one teacher incorporated Myspace with Shakespeare.

5.       Collaboration- Teaching and Learning with Others: Collaboration is the most important part of Project-Based Learning. Teachers need to understand that learning should not be so isolating for students. In the real-world, few jobs rely on the work of solely on person. Great work requires the collaboration of many people with many great ideas.

6.       Research: Bad research can be far too easy to find in the 21^st century. As teachers, we need to teach our students how to research effectively through a wide range of medias. It is very easy to find anything on any database, but I think it is still important that they know how to research material using textbooks and encyclopedias as well.

7.       Project Management: Planning and Organizing: Project-based learning takes time, planning and organization on the part of both the teacher and student. It is important that instructors set their students up for success by teaching organization and time management skills before diving into an involved project.

8.       Reflection and Iteration: The learning process is not over even after the project itself is finished. It is important that teacher and student reflect back on what went right and what they could do better for next time. Students can reconsider ideas that may have worked to make them better or more effective. Students can incorporate technology by writing their reflections on a blog.

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

·         In our project, our students will be using 21^st century skills and literacies. In order to prepare students for their futures outside of the classroom, we need to teach them not only the knowledge base, but also how to think. When students use their knowledge and apply it through analysis and evaluation, they are truly learning.

Assignment IV: Part A

Who are the students your students will communicate with (specific location, grade level)?

• Our students will be communicating with fifth graders in Australia.

When would your students contact these other students (at what point in their project work)?

• Our students will be contacting their pen pals once they have researched different types of exercise in the United States and how they benefit from those activities.

What kinds of questions would they ask each other and what kinds of information would they share?

• Our students will be asking their pen pals about the different types of exercise/sports that they do in Australia to stay healthy.

What will they do with the information they get from the other students?

• Once students have researched different exercises in both countries they will make a presentation that compares and contrasts their findings.
• Students will also attempt to play one of the Australian sports they have learned about.

Websites

Types of Exercise:


http://www.improving-health-and-energy.com/types-of-exercise.html

http://www.healthtalknow.com/exercise-examples.html

http://exercise.about.com/od/exerciseworkouts/u/workouts.htm

http://www.pamf.org/teen/health/nutrition/kindsofexercise.html

Assignment IV: Part B

View Larger Map In the map above, there are several parks displayed where our students have the opportunity to exercise and play sports locally. Part A: Google Documents: https://docs.google.com/document/d/1R6dQXGdXQMyRns4Uq21HO_rDpZ1jebDX3kCx1pOkOgM/edit

Web Eval

Reasons to Exercise: http://www.kidnetic.com/BrightPapers/?c=Featured&p=44 http://win.niddk.nih.gov/publications/child.htm#howwill http://www.mayoclinic.com/health/yoga-for-kids/MY01401/METHOD=print http://www.bam.gov/sub_physicalactivity/

Reading Reflection #2

            Chapter two, titled “Creating a Professional Learning Community”, focuses on the reasons why learning communities should be established and the importance/benefits of being a part of a learning community. Learning communities “create opportunities for teachers to work together and overcome the traditional isolation of the profession” (pg. 26). As one considers becoming part of a learning community, one should reconsider how they interact with other colleagues and other participants in the practice of teaching. A “learning organization” or learning community, as explained in the text, is a work team that engages in ongoing, collaborative problem solving. Many times, within the business of teaching, this ongoing, collaboration exists between the teacher and the students or between multiple teachers to explore and develop learning experiences.

            Being a part of a learning community can exude many benefits. Decreased teacher isolation, increased commitment to the mission, shared responsibility, more powerful learning, and a higher likelihood of fundamental, systematic change are some of the benefits that can arise from being a part of a learning community. In a learning community, teachers have the opportunity to work with colleagues, where they can give advice on lessons before or after, offer constructive criticism, offer and receive feedback, bounce ideas off of one another, and/or work together on a project. When students see their teachers working collaboratively and successfully in the learning community, they will more than likely want to follow on their teacher’s path.

            Learning communities affect the teacher in many positive ways. First, learning communities allow teachers to communicate more frequently and with clear goals/ideas in mind that can/should be shared. Teachers that participate in a learning community are able to receive and offer constructive criticism, elaborate on ideas together, brainstorm together, and encourage one another. “A team of [at least] two is better than no team at all” (pg. 35).

            Learning communities also affect the students in positive ways. Students in a learning community can work together, are able to explore and learn together, and gain the necessary tools to collaborate as a team to become successful at a task. Students work together to solve “real world” problems, learn to communicate effectively, and become more responsible for their learning through learning communities.

            The text describes many shared visions that make learning communities successful. Having a clear sense of mission, sharing a vision of the conditions that must be created to achieve the mission, working together to collaborative teams, organizing into groups headed by teacher-leaders, focusing on student learning, collaborating with each other, holding shared values and beliefs, committing oneself to continuous improvement, and seeing oneself as a life-long learner are the fundamental, most important shared visions that will make a learning community successful. When all of these things [mentioned above] are put into effect, a learning community can be created. Teachers that agree with the above terms, I believe, are committed to the learning community and the importance of the community in the learning environment.

            “Creating a Professional Learning Community” relates to our project because, I feel, this is how we as a group should work together. We now understand the importance of collaboration, and in reality we are creating our own, small learning community to finish the project/task at hand. For us, as a group, to create a successful end product, we must agree and work together to make the vision of a learning community happen.