Reflection #4

1. There are four main pitfalls to look out for during project design. The first is, long on activity, short on learning outcomes. If the project is busy and long but reaches small or lower order learning aims, its not worth investigating your students or your time. If students can learn what is being taught in a lecture or in a book, the project is cut short. The second pitfall is, technology layered over traditional practice. Having students research a topic on the internet then having them present their information is not a quality project. Good projects focus on reaching significant learning outcomes. While reviewing a project plan, consider whether technology is used to bring people together, connect students to rich data or primary sources, or provide some other way to allow students to create unique high-quality learning products. The third pitfall is, trivial thematic units. Thematic teaching is not necessarily project based learning. There is a difference between learning about apples and going to an apple orchard and going to interview produce buyers and polling students at school. The final pitfall of project design is, overly scripted with many, many steps. The best projects have students making critical decisions about their learning path. 2.There are many features that make a project the best it can be. Research based frameworks for project design share distinguished features. Here are some features that are essential to keep in mind when designing a project: - loosely designed with the possibility of different learning paths - generative, causing students to construct meaning - center on a driving question or are otherwise structured for inquiry - realistic, and therefore cross multiple disciplines - reach beyond school to involve others - tap rich data or primary sources - get at 21st century skills and literacies, including communication, project management, and technology use - have students learn by doing 3. Good projects come from everywhere. Consider looking in the following directions in search of project ideas: - a tried and true project with potential for more meaningful, expressive learning - project plans developed by and for other teachers - news stories - contemporary issues - student questions or interests - a classroom irritant put to educational use - a "mash-up" of a great idea and new tool 4. Steps to designing a project: as you begin, remember your project exists within a context. 1. Revisit the framework - make a final list of learning objectives for core subjects and allied disciplines - decide on the 21st century skills you want to address in your classroom - identify learning dispositions you want to foster, such as persistence and reflection 2. Establish evidence of understanding. Imagine what students will know after they have learned. 3. Plan the "vehicle" (the project theme). What would your students inquire about, do, create? Imagine the ways experts interact with the topics you identified. 4. Plan entree into the project experience. What are the first things you might say to get students' attention and build excitement for the learning ahead? 5. Write a project sketch: a brief account of your project. 5. This topic relates greatly to what we are doing in class. It is very essential in our classroom that we take the proper steps in creating our projects. It is also important that we know what makes a good project. Its great to read about everything that makes a good project because that is what we are aiming for with the projects we are working on in the classroom.