Reading Reflection #7

1.        Description of the levels of the classroom discussions.

It is important to remember, as a teacher in training, to ask good questions in order to facilitate discussion. “Good” questions are more complex questions that require more thinking and can be answered several different ways. Classroom discussion is broken down into levels during project implementation. The first level is teacher to teacher. This level is the planning level. This level gives teachers an opportunity to work and plan together, make sure all learning goals will be met through the project, create learning objectives, and format an assessment. The second level is student to student. At this level, students interact with one another about their learning experiences. Communicating as a team is a major skill that is encouraged during this level. The third level is teacher to student. Project-based classrooms are trying to move away from the traditional teacher to student interaction where the teacher dominates the lecture. It is important, as a teacher, that you spend time modeling and then interacting with the students as they explore and learn as a team.

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

Because students are given the opportunity to explore and learn as an individual or in groups, learning is likely to go in different directions and at different speeds. As a teacher, it is important to plan and implement certain questions that allow you, as a teacher, to get the necessary information about your student’s progress and understanding. These questions can also facilitate learning and understanding and can move the project forward if students are stuck or struggling. “Checking in” questions can be different for each part of the project. Procedural, teamwork, understanding, and self assessment are all different parts of the project that may require different types of questions. Procedural questions keep students on track, and enforce the schedule and certain deadlines. Teamwork questions help assess team dynamics; do the students get along and work well together, are students contributing equally, are the students managing conflict themselves, or relying on others for help are some typical teamwork “checking in” questions. Understanding questions requires the teacher to spend time observing the teams as they work and to listen in on their conversations. Self assessment questions help the teacher find out what students are thinking about the project. These questions typically encourage self assessment and reflection.

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

As a teacher, it is your decision to select the technologies you want to integrate. Sometimes students may not know or understand how to use the tools you have selected, so it may be necessary to plan and conduct mini-lessons for an introduction. During implementation, it is important for teachers to check in with the students to make sure that the technology choices are benefitting the students and reaching the learning goals. Teachers need to make sure that the technology and tools are optimizing learning and not becoming a distraction. Asking questions can help maximize the potential of the tools being used duing the project. Checking in questions can also give insight into the level of success for the tools used.

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

Troubleshooting and management are two 21^st century skills that could either make or break a project. Troubleshooting arises when students can or cannot deal with the problems that arise during the project. Remind students that real-world projects come with real-world problems; help students learn from these setbacks and continue forward. Conflict management is the ability to detect conflict among team members. Teachers should help these students learn to manage their own team conflict. Real-world projects come with real-world conflicts; it should become another learning opportunity for teacher and students.

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

The ideas and concepts from this chapter gave me the necessary information to help me work collaboratively with my students during projects. I know now what kind of questions to ask during the different part of the project.