Reflection - Chapter 6

Reflection – Chapter 6

 

Projects offer fantastic opportunities for students to learn to be reflective on their learning. Projects present mastery in a variety of forms; consider the difference of a multiple choice test and a blog. The blog not only can give the students the chance to write about what they have learned, but how they learned. Learning to self-reflect can often be a daunting task, however, to “get the ball rolling” there are online surveys such as SurveyMonkey.com.

There are many great ways to begin a project. There are also two very important concepts that aids in getting your students minds’ prepared for the learning journey ahead; activating prior knowledge and using an anticipatory set. One common method of activating prior knowledge is to use a K-W-L (Know-Wonder-Learn) chart. This activity asks students to first think about what they already know about the subject, what they wonder about, and then what they have learned at the conclusion of the project. Anticipatory sets vary greatly depending on what the subject for the project is. This exciting introduction can be as simple as a really silly and disequilibrium-invoking question about the topic to really get the students pondering about what comes next.

Equally popular with teachers is the “I do, we do, you do, “or scaffolding model of instruction. This concept applies to teaching technology as well; however, it is important to first consider that the students may already have vast knowledge in the technology department! An assessment of the skills students posses can be done by just letting the students “have at it” and watch them closely; monitoring what skills they made need you to model.

When monitoring your students during assessment, consider the learning opportunity that is in front of you. Ask students what they know, how they know that; promote deep learning. Use this strategy from beginning to end of each project and you will facilitate inquiry and deep learning skills for your students.

My project requires self-reflection in many ways. The students will have a blog, work collaboratively as a team, and ask themselves questions that promote critical thinking, or deep learning. The act of presenting their findings on birds in a variety of styles and media they wil not only learn content but will evaluate their learning journey as well.

Read and Reflect chapter 6

It is good to lay ground work before starting a project with your students. Teachers should take into consideration that they need the student’s attention. Teacher should allow students to open up their imaginations, and encourage students to explore the topic for a good amount of time. Students should also be instructed to discuss the topic amongst fellow students. By spending time amongst the topic before starting a project students become engaged and focused. Teachers should instruct students to become independent with their learning, but to do so students must utilize the skills or knowledge that they already have. Students should have prior knowledge of the topic that they are working on this way they can take charge of their own learning. their are several steps when teaching students how to learn with technology some include setting up a technology play ground, tapping student skill sets, and introducing project management tools. Setting up a technology playground refers to opening up opportunities for your students so that they can learn independently instead of your direct instruction on how to use that technology. Tapping student skills sets, allows advanced students help lower level students with technology. Introducing project management tools contain journals, and daily logs are highly helpful to students. Using these tools the students are able to track their own progress on parts of a project they have worked on or completed, and what still needs to be finished. Some more steps for preparing students for technology include demonstration, relying on a technology specialist, and the thought of one size fits all or not. Being a teacher you should be comfortable with the technology, and tools your students will be using. By demonstrating how to use this technology it is beneficial to your students learning. If you as a teacher are not familiar with the technology you should ask for the assistance of a technology specialist. It is also helpful to collaborate with this specialist so that you can choose the technology that would most benefit your students. Lastly it is good to ask yourself "do all my students need to have mastered this technology?" If the students are going to be using it throughout their life then yes. This chapter helps us with our project because it is good useful information to know when understanding how we need to structure 

Reflection 6

Technology tools can encourage students to be reflective and evaluate their own strengths in many ways. They will be able to try new tools and help others use the ones that they already know. Students will be able to organize their own work over time and reshape work into more final products. Before and after the project students can complete a self-evaluation that will have them focus on the learning dispositions that they should learn during the project. At the end of the project, the students can then reflect on their work and feel a sense of accomplishment. For example, Blogs offer students space where they can reflect over time about what they are learning. You can get students minds ready for a project by tapping into their prior knowledge. Start with getting the students’ attention and giving the idea time to settle in their imaginations. This way you are inviting them to think about the possibilities before they start to “dig into” the actual project. Encourage students to explore and think about the topic for several days. Before starting a project, you first have to think about teaching a prerequisite or some skill that the students will be able to work independently. By teaching the fundamentals first, you can be sure that your students are on the right track to start their project. Technology is not the main part of the project but it helps your students get the project completed. Learning to use technology or an application for a project can be a good problem solving experience. By setting up a technology playground students are able to explore and encourage teaching each other. Ways to promote inquiry and deep learning is to guide the students as they choose questions, plan investigations, and begin to put their plan together. A main topic in this chapter that relates to my topic is the use of technology. This chapter talks about technology tools that can encourage students to be reflective. For our project and in the class we have all created a blog. This blog connects us to not only our partners for the project but also every one else in the class. This chapter also talks about how to prepare ourselves and students using technology just as we are doing in our projects.

Revised Birding web

Reflection/Chapter 5

Before starting a project, you should look at your inventory and see what supplies, tools, or other materials that you will need. Some materials might be available to you at your school or even offered by parent communities or other supporters. If you do not find what you need, either put a word out in a class website or email a newsletter to post so that parents can be aware of the supplies you need. You can also look at local recycling centers; you never know what you might find. Teacher project-management needs include: • Tools for communicating with students and others about the project • Tools for making milestones and events visible and for notifying students when changes occur • Methods for getting resources to students • Systems for management work products • Structures that support a productive learning environment in which teams and individuals are engaged in a variety of learning tasks at the same time Student project-management needs include: • Systems and tools that help them manage their time and flow of work • Systems that help students manage materials and control work drafts • Collaboration tools • Methods for seeking assistance • Ways to get and use feedback on their work, through self-reflection, team input, and teacher advice • Ways to work iteratively and to see how parts add up to the whole Technology applications that should be considered for your project could be to link a set of tools together in a wiki, associate them with a blog, or alternatively, use a web-based “desktop” application. Concepts in this chapter that relate to my project are the web-based application. In class, we have created a blog, which allows viewers to comment on postings that we have created. It also allows us a great tool for communicating about the progress or milestones related to our project.

Chapter 5

Materials should be carefully chosen when teachers are formulating a lesson. when choosing materials a teacher should take many things into consideration to make sure that the materials utilized fit in with the lesson. The materials should go along with the lesson, and each material should be picked to keep the students interest engaging them. for example students studying bugs should be provided with a net, along with a magnifying glass. the net to catch the bugs, and the magnifying glass to get an up close analysis on that bug. Another important thing in the subject of classroom management, is keeping a calender. using a calender keeps the students, along with the teacher organized. Using a calender allows the teacher to look ahead and give an explanation to the students as to what they will be doing later on to catch interest.video conferencing expands the classroom and can bring experts beyond the teacher at hand. video conferencing allows students to explore the world without leaving the classroom face to face with other students. Technology will be a significant part of my groups project because many parts of our lesson will contain the use of audio, and computer.

Chapter 5 - Reflection

When planning a new project teachers should carefully consider what materials they will use in their lesson. The key to making the materials be major component in the project, teachers needs to really think outside the box, and look outside the classroom cabinet. Organizations have started providing recycled materials to teachers; fantastic, free, for students. It is difficult to say exactly what materials a teacher should use, as that information really should be project-specific. Some examples from the text indicate what a PBL environment; trips to hospitals for health projects, in-person and Skype visits from specialists, and demonstrations. The common thread in these non-traditional materials is community.

Teachers are rarely seen without their calendars, and now students are using calendars to manage their projects. Using a calendar can be as simple as the teacher sharing the project milestones with the students to be as advanced as a class Web site. The end result will be the same; management needs being met for both teachers and students.

As previously mentioned, technology can bring an expert right into your classroom via videoconferencing. An opportunity such as this can expose your students to experts in their project content and that is invaluable. Technology in projects has gone past word processing and research, it is now a material.

Technology will be a huge part of my birding project. We will have many material needs, many of which will require help from the community. I love that there are organizations to help teachers bring these projects to life.

Chapter 4 - Reflection

Designing projects that are engaging and promotes critical thinking is a difficult, yet rewarding task. One way to make this process easier is to be aware of potential pitfalls. Projects should be “right-sized” meaning they shouldn’t be too long, or full of busy work. Also, teachers should be mindful of how they are using technology in the project; there should always be a significant learning outcome.  Another important area to consider is thematic units. Themes should involve the community, not just a symbol.

Good projects should start with student curiosity and interest. In addition to ideas for projects coming from the students, there is a vast amount of internet resources for creating the perfect project every time. These amazing projects are designed around student collaboration and teamwork; incorporating 21s Century Skills. A classroom that implements these types of projects is free of traditional learning environment characteristics.

When designing a project, it is essential to make a list of learning and objectives for core standards. Next, decide which 21^st Century Skills will be addressed, and be very specific. After you have determined what it is you want your student to learn, you must then decide how you measure their understanding.  In PBL projects, this task does not involve a traditional one-size-fits-all test. Next, imagine how you can make present this topic in a manner that the students will see value; make connections. Finally, how will you grab their interest? What will you say, or do, on the first day that will pull them in?

My project involves the community, various types of learning “vehicles” and assessments. My students will be exposed to art, research, technology, and will have fun throughout the entire unit. I believe that announcing to the class that our end result will be a community event, in which parents, community members and school officials will attend, will certainly grab their attention.

Assignments for Podcast

I plan to do my section of the Podcast on PBL. If anything different was disussed, or sections were assigned, please let me know by tomorrow afternoon. In my email from Monday, I stated that I would get my Audible to Theodore by Wednesday afternoon, not realizing that the project isn't due this coming Friday. So, are we working on it this coming Monday? Did you guys complete your sections this Monday? If I don't hear back, I will just assume that it is fine for me to do the PBL and I will post it here, as well as email to Theodore.

Thanks,
Tommye

reflection 4

The potential pitfalls in project design are : long on activiy, short on learning outcomes , teachnology layered over traditional practice, trivial thematic units, overly scripted with many many steps. These pitfalls are things to look out for so that you can improve your own critical thinking skills when working with prject designs. There are many features for a good project. Some are loosely designed with the possibility of different learning paths. They are generative and cause students to construct meaning. Good projects are realistic and get at important learning dispositions, including communication along with project management and teachnology use. Project ideas come from all over the place. Project plans are developed by and for other teachers. One successful project will lead into another one. When designing a projects there are some steps to follow. 1.Revisit the framework 2.Establish evidence of understanding. 3. Pan the project theme of challenge. 4.Plan entree into the project experience. A quote i liked from the chapter is " Planning a student centered project is like planning a voyage across uncharted seas. You have a destination in mind, but not knowing your route, you and you students build a trusty ship, and bringing all our seamanship to bear, get wind in your dsails and set off." I think that this quote explains what designing projects are all about. Concepts in this chapter relate to my topic/project because we are "designing a project." At first we weren't sure what we were going to do. But over time and thinking about what kind of projects we could do we have come up with some great ideas. This chapter gives us good features that we can incorporate into the making of our project and our ideas.

#4

Their are Some potential pit falls in project design. A few potential flaws include long on activity, short on learning outcomes, when technology layers over traditional practice, having trivial thematic units, and having the project be overly scripted. Long on Activity is a problem because although having put together a long detailed stepped project the project may only be aimed at low order learning. It is not worth investing yours or a students time with this. It would be good to look at how much the student could equally learn with your long multiple stepped processes in comparison to a brief lecture or personally reading about that topic. Having technology layering over a traditional practice is another pitfall. Student using technology to research and present that research in a set of slides is not helpful A good way to go about it would be to aim towards your students to reach significant learning growth. Having a project which is pointed to a low level subject when that subject could be instructed so student receive a much more in-depth information on that topic is not a good thing. trivial thematic units can be a pitfall with projects. As a teacher it is important to look for ways to elevate a specific theme. lastly overly scripting a project with many steps can ruin it. student need to be making critical decisions about how they learn. Try not to use over prescriptive project plans and discrete steps for this could lead to predictable results.

Topics for TaskStream/Lesson Plans

Hi Birding Group!

I thought we could use our blog to post our topic for this weeks assignment, therefore we can ensure there will be no overlap.

Although I have not tied my topic to a standard yet, I am sure I will do something in the Social Studies field and it will be related to the Bald Eagle (U.S. bird) and the Robin (Michigan bird).

This is just an idea that I am interested in. I will research it more this evening and will post again after I have finalized my topic for the lesson plan due this Friday.

Tommye

Chapter 3 - Reflection

All educators are aware of the significance of the “purpose of the lesson” when writing a lesson plan. Projects are no exception to this rule; however, because they are so involved and contain so many curriculums, it is often easier to consider the “big idea” of a unit, or project. Once you have narrowed down your big idea, the concept surrounding the idea can just take off. This concept can be visualized by thinking about how concept maps are used and designed. Often, one great idea can lead to another, and another. Concept maps; or big ideas can be as specific as topic related or as broad as subject-related.

The first words that come to mind when describing 21^st Century Skills, is higher-learning and critical thinking. The big idea of 21^st Century Skills is thinking outside of the box! The skills required for this learning process include: analyze, evaluate, and create. These three words differ greatly from traditional learning tools such as rote memorization, lecturing, and drill-and-practice. By using the 21^st Century Skills students will think about their projects. The skills provoke students to investigate, compare and contrast debate, anticipate, and theorize.

“Learning to be independent, aware, and productive citizens,” describes the literacy of a student utilizing 21t Century Skills. Just as there are age-old skills associated with learning, as described in the previous paragraph, there is an age-old definition associated with the term literacy. However, literacy in this sense is more of a literal term, meaning that the students are literate in their content. In order to be achieve this level of literacy, the teachers facilitate learning by giving the students the tools to drive their own education.

When students are given the opportunity to take charge of their own learning, something magical occurs; confidence, curiosity, and motivation. These dispositions cannot be taught! Learning Dispositions are a direct result of the student feeling the learning process. It is invaluable and will fuel the students to be life-long learners.

I cannot imagine that the birding project is not one that the students will never forget. By implementing a PBL setting, introducing students to 21^st Century Skills and making their project fun, it will be unforgettable. Learning occurs when there is first a bit of disequilibrium, concentration, and then conclusion. This very project will build connections with the students’ community. Connections such as this will build confidence and true learning; 21^st Century Literacy.

All Things Birds - Google Document for ePal Project

https://docs.google.com/document/d/1TxXZ73esQOeCwEIU9J4OL8u21APs9IU3AGmyji0tR6A/edit

Chapter 3 reflection

Chapter 3 explains what the author calls the “Big Idea” which is the over all main objective of what you are instructing to the class. Steps should be taken for your students to understand this concept. After identifying the objective in which you want your class to learn about, the next step is to speak to the class about why the concepts based around the objective are important. As an instructor you should ask the class questions to get them thinking, and have them engage in the topic. What key points are based around this topic, how does this topic affect you? What can we learn from this topic? Or how has this topic changed then until now? In the book the author also touches on the eight essential learning functions. Ubiquity, deep learning, making things visible and discussable are the first three. Ubiquity is the concept to which students learn in a variety of places at a constant pace with basic everyday items. Deep learning explains the learning of information not provided by others, but being able to figure out information on their own. Making things visible and discussable this is the action of students learning by pictures, videos and images used from technology. The next essential learning functions are expressing ourselves, sharing ideas, and building community, collaboration, and research. Expressing ourselves describes students being able to use the web to put their ideas down to share with society, and find common interest amongst others. Collaboration describes the process of working with others. Collaboration is a key concept for student is the sense that they learn to work with others and share ideas. Research, another essential learning function, allows for students to expand their knowledge in broad manner. With access to the Web students research boundaries are almost limitless. The last two essential functions are project management, which teaches students how to manage time, and develop organization skills, and reflection- iteration which calls for students to go over all of their work, research, and accomplishments to evaluate themselves bringing a feeling of success, a creation. The concepts in this chapter relate to my project because I plan on incorporating these eight learning functions.

Assignment III web evaluations

www.birding.com/wheretobird/michigan.asp
www.web4.audubon.org/bird/at_home/bird_watching/index.shtml www.localmarket.birdzilla.com/Birds_Bird_Watching_Kalamazoo_MI_t9660_Kalamazoo+MI.html

Reflection 3

The "Big Idea," is the main focus of what your trying to teach and have your students learn. Every grade level and subject areas focus on big ideas. After you have identified the concepts that you want your students to understand, you then want your students to reflect on why these concepts are important. This helps your students think about things like: Who cares about this concept? or What does this concept relate to? After your students understand the "big idea" of the subject then you want them to imagine how it helps or relates to 21st century skills. These skills can help students to analyze, evaluate, and create their work. Students need to be able to have their work or projects relate to 21st Century awareness and be able to use that for critical thinking, problem solving, and communication. Literacy in the book is defined as, " the ability to identify, understand, interpret, create, communicate, and compute, using printed and written materials associated with varying contexts." "Literary involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the eider society." There are eight essential learning functions. 1. Ubiquity: Learning inside and outside the classroom, and all the time. This mean that students have the ability to learn anytime, anywhere. Some tools that they can use include: mobile phones, web based applications,and Google Docs. 2. Deep Learning. This is going beyond information made by others on web sites and being able to make sense of "raw" information on the web. Examples that students might use are educational videos on demand, primary source archives, and real-time data. 3. Making things visible and discussable. You can do this with digital tools so that you can show rather tell tell. "A picture is worth a thousand words," This means that we can make our thoughts and ideas visible and share the to get the conversation going. 4. Expressing ourselves, sharing ideas, building community. This simply students using the web to express their ideas and build society around shared interests. Examples include: blogs, social software, tagging, and virtual meeting with Webinars. 5. Collaboration--teaching and learning with others. We can all learn from each other and collaboration is a big part of projects which helps us learn from one another. 6. Research. Most research we can do on the web. Google Search engines help students expand and research almost anything. 7. Project management: planning and organization. This helps students manage their time, work, sources, and feedback from others. 8. Reflection and iteration. From this students can examine all of their ideas and points of view. Students can look back on their work and think deeply about what they have accomplished or created. Concepts in this chapter relate to my topic/project because i have to use a lot only 21st Century skills and literacies, but also by doing this project i can incorporate all of the essential learning functions into my project.

Kalamazoo Nature Center

This map represents Kalamazoo's Nature Center. All visitors are welcome at the Kalamazoo Valley Bird Observatory Bird Banding Barn from 9am-1pm, weather dependent.
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