Reading Reflection #7

1.             Description of the levels of classroom discussions.

There are several different levels of classroom discussions during project implementation. The first level is teacher to teacher. Teachers continue to work together during the implementation phase. Teacher conversations vary and often touch on procedures and formative assessments. Teachers who aren’t able to talk face to face often use project blogs, wikis, or other collaborative tools. The second level is student to student. The second level is student to student. Students should talk to each other about their learning experiences as they happen. Explaining their thinking helps students learn from and challenge each other. Teachers need to spend time listening to student conversations. They should join in when it makes sense but not take over the conversation. They should also model how to give effective feedback and let students practice this skill with each other. The third level is teacher to student. The lecture format does not dominate in a project-based classroom. Teachers often use a Web site, blog, or online calendar to share important announcements. However, they may lead whole-group lessons to introduce a new skill or whole-group discussions to check student understanding. Mostly, teachers should be circulating, observing, and talking with small groups of students.

2.             Discussion on the questions for “checking in” on students during a project.

Teachers should frame their questions to get the information they most want and then use the right tools to help keep the projects moving. The first type of question is procedural. It helps teachers track their students’ progress towards milestones or deadlines. It also allows them to remind students of the project calendar while monitoring their project logs or checklists. The second type of questions is about teamwork. Teachers ask questions to help assess team dynamics. They make sure students have a safe place to raise concerns about their team. They should also monitor which students are consistently contributing less than others. The third type of questions is about understanding. Teachers should observe teams at work, listen to student conversations, and ask probing questions. They should monitor their students’ work in progress and offer help when needed. The fourth type of questions is about self-assessment. Teachers should find out what students are thinking about the project and ask questions that encourage self-assessment and reflection. Project journals are often a good place for students to describe challenges, frustrations, and questions. They are also a good place for students to express excitement about a project.

3.             Discussion on the benefits to students when optimizing the use of technology.

Optimizing the use of technology can help students reach their learning goals. It can also help students stay organized, keep track of important milestones, and collaborate with teammates. Students can use technology to connect to outside experts and the community, therefore expanding their horizons. They can also use technology to access their work at anytime from anywhere.

4.             Discussion on the 21st-century skills that can make or break a project.

Troubleshooting is a 21^st-century skill that is important for effective project managers. Teachers should help students understand that real-world projects often come with real-world challenges. Students should be able to learn from setbacks and change their strategies to get their project back on track. Teamwork is another 21-centurty skill that is important for effective project managers. Teachers should pay close attention to team dynamics during project implementation. If they detect trouble, they should help students to learn to manage their own team conflicts. Some teachers even use contracts, which require team members to agree on their rules, responsibilities, and consequences for neglecting them. Teachers also often ask students to evaluate their peers on a team-work scoring rubric when the project is finished. This allows students to think about how they might change their choice of teammates in the future. They also encourage self-assessment by encouraging students to describe the skills they have to offer to their team.

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

Teamwork is very important to our overall project. While our students will research and choose a recipe on their own, they will work together to publish the class cookbook and host the class dinner. I think the idea of team contracts would be great for our project. Students would know what they are responsible for in terms of the cookbook and dinner and they wouldn’t have to worry about their teammates not doing their share. Our students will have to learn to manage team conflicts so they can complete the project. Finally, it would be important for our students to assess themselves and their teammates once the project is over. This assessment will benefit them in the future as they learn more about their strengths and weaknesses.