Chapter 4 Reflection

1.             Discuss the potential pitfalls in project design.

The first potential pitfall is that the project could be long on activity and short on learning outcomes. The project needs to be the right length; it can’t be as short as a brief lecture (because then students aren’t learning enough) but it also can’t be too long. The project also needs to have unique learning outcomes. The next potential pitfall is layering technology over traditional practice. The integration of technology should be essential to the project and the project should focus on reaching specific learning outcomes, not just making use of technology applications. The third potential pitfall is trivial thematic units. Thematic approaches do not have to be trivial because there are many ways to help students make connections between projects in a unit. Some good themes to consider are change, power, survival, justice, interdependence, designed and natural worlds, and chaos and order. The final potential pitfall is an overly scripted project with many, many steps. You don’t want too many steps in a project because the best learning happens when students make critical decisions about their own learning path.

2.             Discuss the features of a good project.

The best projects share distinguishing features. They:

• ·      are loosely designed and allow for different learning paths
• ·      are generative and cause students to construct meaning
• ·      center on a driving question or are structured for inquiry
• ·      capture student interest through real-life or simulated experiences
• ·      are realistic and cross many disciplines
• ·      reach beyond school and involve others
• ·      use rich data or primary sources
• ·      are structured so students learn with and for each other
• ·      have students working like inquiring experts might
• ·      get at 21^st century skills and literacies (like communication, project management, and technology use)
• ·      get at important learning dispositions (like persistence, risk-taking, confidence, resilience, self-reflection, and cooperation)
• ·      have students learn by doing

Teachers should keep these features in mind as they design their own projects.

3.             Discuss where project ideas come from.

Good projects can come from many different places. Teachers can use a tried-and-true project with potential for more meaningful, expressive learning. This may include students teaching others what they have learned. Teachers can use project plans developed by and for other teachers. They can develop projects around news stories, contemporary issues, or student questions and interests. Finally, teachers can plan a project around a classroom irritant or they can mix together a great idea and a new tool. Teachers also need to remember that one successful project often leads to another.

4.             Discuss the steps to design a project.

The first step in designing a project is to revisit the framework. Teachers need to make a list of learning objectives for each of the core subjects. They then need to decide on the specific 21^st-century skills they want to address. They also need to identify learning dispositions they want to foster. The second step is establishing evidence of understanding. Teachers need to imagine what students will know or be able to do once they have completed the project. The third step is planning the vehicle or the project theme. Teachers need to consider what students will inquire about, do, or create. They need to provide enough structure and flexibility for the project to be completed effectively. The last step is planning the beginning of the project experience. Teachers need to consider how they will get their students’ attention and build their excitement for the upcoming project.

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

While creating our big project, our group will take the time to consider the features of a good project. Even though we haven’t finalized our project, I know that it already includes some of the features listed above. Our project is loosely designed and allows for different learning paths because our students are getting to choose what they cook for the class dinner. They are also getting to choose how they publish their recipe in the class cookbook. Our project will capture student interest because cooking is a real-life skill that is necessary for everyone. It will cross many disciplines as students research, write recipes, cook, and prepare a class dinner. It will reach past school and involve parents as they attend the class dinner after helping their children cook. Our project will also encourage 21^st century skills and literacies because students will have to use technology, communicate with one another, and manage two projects at once (the cookbook and the dinner). Finally, our students will learn by doing as they create their own cookbook, cook their own recipes, and hold their own class dinner.