Chapter 7 reflection

1. There are three levels of classroom discussion:
A) Teacher to teacher (page 114): In this level project planning occurs. This is also where teachers ask questions and brainstorm ideas.
B) Student to student (page 115): In this level students talk about their own learning experiences. Students also pull together to complete assignments.
C) Teacher to student (page 115): In a traditional classroom this means talking to (/at) students. However, in a 21st century classroom this usually means talking with individuals or small groups so that you can understand student thinking and probe your students if they are stuck.

2. There are four types of questions a teacher can pose to "check in" on his or her students:
A) Procedural (page 118): These kinds of questions are uses to see how students are doing as far as keeping up with deadlines and reaching milestones.
- Are we on schedule?
- Do we have the right materials for this task?
- Where are you at in your project?
B) Teamwork (page 118): These type of questions help you assess team dynamics.
- How is everyone getting along?
- Who is doing what?
C) Understanding (page 118): This type of checking in is more of an observation point than a questioning point. This involves spending time watching the teams work and asking yourself the questions.
- Are students on task?
- Am I encouraging students to push themselves?
- Are students learning enough?
D) Self- assessment (page 118 - 119): This discipline is to find out what students are thinking about the project.
- How is everyone feeling?
- What is going on?
- What would be more helpful?

3. There are a few different ways to optimize student use of technology. First off if it is during the implementation stage of the project make sure that the technology is actually helping your students learn (page 119). Integrate the tools students use every day (page 119). Let students follow their interest as long as they reach learning goals (page 120). Keep in mind these questions to help you decide if the technology in your classroom is working for students (page 120):
- Is technology helping students reach learning goals?
- Is technology helping students stay organized?
- Are students able to use technology to expand their horizons?
- Is access equitable?

4. Twenty first century skills that could make or break a project may occur across all curriculum and are important for any student's learning. These skills include:
- Troubleshooting (page 112): This skill helps distinguish project managers and makes students more flexible for the real world.
- Classroom discussion (page 123): This skill helps everyone stay on the same page.
- Teamwork (page 123): This skill easily transfers to the real world where you may not like who you have to work with, but you still have to cooperate in a group setting.
- Have students keep in mind that other cultures share different values so as not to offend anyone! (page 124)

5. This chapter is relevant to our projects because we must figure out how and when to check in on students. We also need to know what skills students have to know to survive in the real world and how we can teach our students these skills in our own classrooms. These questions will also give us feedback to get students the help and resources they need.