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.