Chapter 4 reflection

1. There are several pitfalls to avoid when designing your own project. Including the following four. 1) A long activity and a short learning outcome (60). : This means that if the learning objectives are "brief" or "simple" and you are having a whole unit on this particular idea then it may be time to rethink your plan. 2) Technology layered over traditional practice (61). : This pretty much means adding technology just because you can. However, when used correctly technology can be a fun/ creative resource to enhance student learning. 3) Trivial thematic units (61). : Means having a unit just because you can without having a higher learning purpose behind it. 4) Overly scripted with many, many steps (61). : This means don't make a unit that is so inflexible that students do not get to make any of their own decisions in the project. This also means do not make it so complicated that students have to follow along and not deviate at all. 2. There are many features of a good project. However, most projects have flexibility. Flexibility allows students to engage what interest them the most. Another important component is emphasis on getting away from the traditional thinking when you design a project. Make sure you engage the learners and step away from "just trying to cover as much material as possible." Because a focus on things like that or "teaching to the test" makes students bored and pushes them away. Along with that according to page 65 in our book all the best projects have the following qualities (which I have rephrased to reflect my understanding of them): - a loose design with different possible paths - let students construct their own meanings - ask motivating/ inquiry questions - capture interest by making it pertinent to real life - make it realistic (and use multiple disciplines) - involve non school people (like parents/ community members) - use primary sources or really good data - have students engage in cooperative learning not competitive learning - have students do what the experts do - acquire and apply 21 century skills and literacies - help/ allow students to acquire learning dispositions - have students learn by doing 3. Project ideas can come from anywhere. However, here are the ones the book mentions: - a tried and true project (65). One that has potential to be meaningful when extended. - a project developed for/ by other teachers (65). - the news (66) - contemporary issues (66). ie. current issues/ events - student questions/ interest (66) - a classroom irritant put to educational use (66). ie. problem solving an issue - a "mash-up" of a good idea and new tools (66) 4. steps to making your own project: 1) Get inspired 2) get an idea 3) revisit framework (67) 4) establish student prior knowledge (68) 5) plan project theme/ challenge (68) 6) plan "attention grabber" (68) 7) make a sketch (69- 70) 8) Make an "assessment map" (71- 73) 9) track resources (74) 10) tweak and enact 5. This chapter relates to our topic because in order to create a project of our own we will need to do each of these steps with our group. Knowing the pitfalls will allow us to work around them, and knowing what we need will help us to acquire everything we need in order to get this project well underway.