There are three levels of classroom discussion. The first level is teacher to teacher. Teacher to teacher likely involves procedure. An example of this would be what the plan tomorrow would be, or asking who would lead an activity. The second level of classroom discussion is student to student. Students should be discussing what they are learning during the process of the project. This should occur between students in their own group, as well as students in other groups. The third level is teacher to student. Lecture should not dominate teacher to student interactions in a project based classroom. However, there are times that it will be important to address all of the students. This may occur when it is important to teach a skill that is important for the students to use while working on their projects.
There are four different types of questions teachers should ask the students when they are "checking in" on the progress of their project. One type of question is procedural. Procedural involves asking the students if they are staying on schedule, or if they have the right materials available. The next type of question would be about teamwork. The teacher should ask the students if they are getting along with everyone else in their group, or if one student is carrying too much of the load than the rest of group. Another type of question the teacher should ask is about understanding. Teachers should make sure students are understanding the information they are learning during the project. the last type of question is about self assessment. The teacher should ask what the students are thinking about in terms of their project. This will provide a form of self assessment for students that are participating in the project.
Teachers should be asking students questions about optimizing the use of technology during their project. One example of this would be asking the students if technology is helping them reach their learning goals, or is it making them go off track. Another example of a question the teacher should ask would be if technology is helping students stay organized. Are the students using tools that will help them stay organized? The next example would be asking the students if the use of technology is helping them connect to outside experts that have great knowledge of their subject topic. The last example would be asking the students if they have access to the technologies that they need.
One of the 21st century skills that can make or break a project would be managing conflict. Managing conflict can be done if a group has teamwork. It is important to pay attention at the beginning of the project to make sure that the students have good teamwork. This will help prevent major conflict among the group. Teamwork is a real life skill that will benefit them for years to come.
A great amount of topics in this chapter relate to our project. The topic that relates to our group the most is discussion. Discussion is very important when it comes to our project. It is very important to know what each group member is working on at all times so that we are all on the same page. An example of this would be the assignments we have that we are not allowed to do the same topic. Without discussion it is a great possibility that two of us in our group may end up doing the same topic for that particular assignment.
Friday, October 31, 2014
Wednesday, October 29, 2014
Reflection #7
1. There are three levels to classroom discussion. The first one is teacher to teacher. Teacher collaboration is very important when creating a project. Teacher may work together to talk about procedural ideas as well as how they can work together to create an assessment tool. The second level of classroom discussion is student to student. Students should be talking about their learning experience as they are learning. Remind students that communicating between each other will help them learn from each other. As a teacher it is important for you to listen in on student conversations. Model for your students the correct way to give effective feedback. The last level of classroom discussion is teacher to student. To me, it is most important to have a strong connection between the teacher and the student. In project based learning you really only once whole classroom discussions when introducing a subject, making an announcement or to wrap up a section of the project. It is more important that you have personal conversations with students to grasp how they feel about a project.
2. It is important to look at 4 areas when checking in with students: procedural, teamwork, understanding, and self assessment. Procedural just means they have all the basic things they need, such as are your students staying on tasks. It is important that students can work together in an effective way to make sure they are learning from each other. This may include asking students to write a reflective piece on working in their specific groups.
3. Students should be using appropriate technology for certain projects. Things to consider when thinking of the correct technology is questions like, is this helping the student learn or are they getting off task? Is the technology helping students stay organized? Are students using the technology to gain knowledge? Do all students have access to the technology they need?
4. The book talked about technology giving students a chance to relate to real life problems. The idea of using technology gives the students a chance to mess up and learn from their mistakes. The book said "In the traditional classroom, there's no room to fail. It's errorless learning". However, I do not agree with this statement. When I was in elementary school we didn't do hardly any activities on computers, or using technology at all. There were many chances that I had to mess up and still be able to learn from my mistakes.
5. The reason this chapter relates to our project is because I am having a hard time adjusting to the fact that technology is used in everything we do. I am a very traditional person and don't plan on using a lot of technology in the classroom. This relates to me personally because of this struggle. I also think this chapter relates to our project because we are three people working together to create a lesson plan.
Friday, October 24, 2014
Reading Reflection #6
One way technology can help students be reflective and evaluate their own strengths is how well they have done with forms of technology in the past. Students may then realize they need to improve more in some areas than in others. Teachers could also have students who are good with technology use certain forms of technology that will allow them to help their classmates. It is possible that there could be stations where a student who is good at that form of technology would be located to help other students.
When getting students ready for a project it is important to introduce project-management tools. An example of this would a project log or journal. These examples allow students to track their progress toward their goals. Many teachers use KWL charts to get students minds ready for a project. The KWL charts ask the students what they know about the subject, what they want to know about the subject, and later they will reflected on what they learned during the project.
It is important for you as a teacher to know what prerequisite knowledge or skills should know before they start they project. If the students do not know these skills it is important for the teacher to address that issue. If the teacher does not do this, it is very likely that the students will become overwhelmed shortly into the project.
The first step in preparing students for using technology in projects is set up a technology playground. While doing this it is important to allow students to explore. This will encourage students to teach each other. The next step is tap student experience. Teachers may do this by setting up stations where technically able students teacher other students. The third step is introduce project management skills. This includes having the students create a project log or journal to allow students to track their progress toward their goals. The last step is demonstrating. The teacher should demonstrate the form of technology that the students will be using during the project.
When promoting inquiry and deep learning it is important to guide students when they are starting to put their plan into action. A teacher could do that by after creating the topic of the project, also provide primary learning outcomes that all of the students should understand.
There are a couple of ways that the topics in this chapter relate to our project. One example of the introduction of new technology to me during the project. When introducing a new form of technology, our professor demonstrates how to use the form of technology. Then after that there are usually a few students that help the other students when it is time for them to also use the technology.
When getting students ready for a project it is important to introduce project-management tools. An example of this would a project log or journal. These examples allow students to track their progress toward their goals. Many teachers use KWL charts to get students minds ready for a project. The KWL charts ask the students what they know about the subject, what they want to know about the subject, and later they will reflected on what they learned during the project.
It is important for you as a teacher to know what prerequisite knowledge or skills should know before they start they project. If the students do not know these skills it is important for the teacher to address that issue. If the teacher does not do this, it is very likely that the students will become overwhelmed shortly into the project.
The first step in preparing students for using technology in projects is set up a technology playground. While doing this it is important to allow students to explore. This will encourage students to teach each other. The next step is tap student experience. Teachers may do this by setting up stations where technically able students teacher other students. The third step is introduce project management skills. This includes having the students create a project log or journal to allow students to track their progress toward their goals. The last step is demonstrating. The teacher should demonstrate the form of technology that the students will be using during the project.
When promoting inquiry and deep learning it is important to guide students when they are starting to put their plan into action. A teacher could do that by after creating the topic of the project, also provide primary learning outcomes that all of the students should understand.
There are a couple of ways that the topics in this chapter relate to our project. One example of the introduction of new technology to me during the project. When introducing a new form of technology, our professor demonstrates how to use the form of technology. Then after that there are usually a few students that help the other students when it is time for them to also use the technology.
Thursday, October 23, 2014
Reflection #6
1. Ways that technology can be reflective and evaluate students own strengths is by using blogs. Blogs offer space for students where they can reflect. They could reflect on their learning, their strengths, or things they are struggling with. Another tool that can be used is survey programs. These programs can help students to compare their own self- assessments to the larger group. You can use other tools to identify students interest.
2. Many teachers introduce projects with a K-W-L chart. Its important to remember that you made your project and you should be excited for that project, instill that excitement into your students. Discrepant events and role- playing predictions are two ways to create curiosity. Another thing you can do is bring a project up a couple times before actually introducing the project. This brings anticipation to the students and can get them to begin brainstorm what they want to work on when the project does begin to surface.
3. It is important for students to know what they are doing. This means they need to know the basics first. As a teacher you have to look at your project and make sure every student will understand all aspects. If you notice their is something they need to know before doing a project, it is a good idea to do mini lessons. This will cover your grounds in making sure they are prepared for the project. Make sure you give students the rubric for the project, this creates success.
4. Ways to prepare students for technology:
Set up a technology playground
Tap student expertise
introduce project- management tools
demonstrate
rely on your technology specialist
one size fits all- or not
5. The following are primary learning outcomes that all students should understand:
- There is a relationship between need and opportunity, and between scarcity and abundance.
- Money, bartering, and other means of exchange have existed throughout history and across civilizations, and they continue to change.
- Modern money has symbolic worth as an exchange medium.
- Economics, health, and well being are related.
- Money means different things to different people.
- Humans are interdependent.
6. I feel like this chapter has a lot to do with strategies for teaching in general. I don't know that I have taken much time to reflect on the "before" the project part. I did not even think to elaborate on the before of the project. I think that going forward I will make sure to incorporate the lesson planning part of the project.
Friday, October 17, 2014
Reading Reflection 5
There are four things that should be considered before starting a project with students. The first thing you should consider is gathering resources. This means what supplies will the students need to complete the project. The second thing that needs to be considered is what milestones and deadlines the students will have to meet. With effective deadlines, students will have a greater likelihood of completing the entire project on time. The next thing to consider is team planning. Team planning will allow students to figure out how they are going to go about completing the project. The last thing to consider is plan for assessment. This pertains to how will you as a teacher grade the students project.
Teachers and students need many different management skills. One of these skills would be time management. Without time management students may not finish their project on time. It is important for students to continually work on their project throughout their time given for the assignment. Students and teachers also need organization skills. If the teacher is able to organize things the students will have a better understanding of what needs to be done during the project. Students need to be able to organize so that they will be able to keep track of the supplies that are needed for the completion of the project.
Technology use can be very useful during the project. However, it is important to to start with simple forms of technology for the students to start the project with. Later, the students will be able to use harder forms of technology at the end of the project some uses of technology applications that the students could use are Wiki projects, Drupal, and Textpattern. Students could also uses iGoogle, Webmail, or My Yahoo.
One of the biggest topics that relates to our project is the use of technology. We have used many different forms of technology while doing this project. I also feel that we started with simpler forms of technology use at the beginning of the semester than we have recently. Another topic that relates to our project is the things that we need to consider before starting the project. Before we started the project, we discussed what supplies would be needed to complete the project. An example of this would be the flashdrive that was required, so that we could save documents and work on them in different locations.
Teachers and students need many different management skills. One of these skills would be time management. Without time management students may not finish their project on time. It is important for students to continually work on their project throughout their time given for the assignment. Students and teachers also need organization skills. If the teacher is able to organize things the students will have a better understanding of what needs to be done during the project. Students need to be able to organize so that they will be able to keep track of the supplies that are needed for the completion of the project.
Technology use can be very useful during the project. However, it is important to to start with simple forms of technology for the students to start the project with. Later, the students will be able to use harder forms of technology at the end of the project some uses of technology applications that the students could use are Wiki projects, Drupal, and Textpattern. Students could also uses iGoogle, Webmail, or My Yahoo.
One of the biggest topics that relates to our project is the use of technology. We have used many different forms of technology while doing this project. I also feel that we started with simpler forms of technology use at the beginning of the semester than we have recently. Another topic that relates to our project is the things that we need to consider before starting the project. Before we started the project, we discussed what supplies would be needed to complete the project. An example of this would be the flashdrive that was required, so that we could save documents and work on them in different locations.
Monday, October 13, 2014
.jpg)
Sunday, October 12, 2014
Reflection #5
1. Items to think about before starting a project:
2. Students need management skills in order to grapple with the structure of projects. They need to learn how to manage time, space, and materials. Having structure in the classroom helps students to move through their day. Teachers need management skills to make their work and communication more manageable. Teachers need organization. Teachers need to also manage their time, space, and materials. This shows people the teacher is prepared and professional.
3. Technology applications to be considered:
-Drupal
-Textpattern
-Calendars
-Notepads
-iGoogle
-My Yahoo!
4. Items in this chapter relate to my topic because the entire project is based on time management. Every single week something is due, I have to make sure I do my part in the project. I need to make sure I have enough time to get everything done and on time. I need to make sure I gather all materials needed, I need to reach milestones and deadlines, I need to work with my team to plan a project, and plan for any assessments that will take place.
- Gathering resources (what will you need?)
- Milestones and deadlines
- Team planning
- Plan for assessment
2. Students need management skills in order to grapple with the structure of projects. They need to learn how to manage time, space, and materials. Having structure in the classroom helps students to move through their day. Teachers need management skills to make their work and communication more manageable. Teachers need organization. Teachers need to also manage their time, space, and materials. This shows people the teacher is prepared and professional.
3. Technology applications to be considered:
- web- based applications
-Drupal
-Textpattern
- personalized web pages
-Calendars
-Notepads
-iGoogle
-My Yahoo!
4. Items in this chapter relate to my topic because the entire project is based on time management. Every single week something is due, I have to make sure I do my part in the project. I need to make sure I have enough time to get everything done and on time. I need to make sure I gather all materials needed, I need to reach milestones and deadlines, I need to work with my team to plan a project, and plan for any assessments that will take place.
Friday, October 10, 2014
Reflection #4
1.There are a couple pitfalls to watch out for when discussing project design. The first would be long on activity, short on learning outcomes. This pitfall basically means that if the project is long, it should have a high order of learning aims. If it has a lower-order of learning aims, you may be wasting the students time. Another pitfall would be the project being technology layered over traditional practice. Good projects focus on reaching significant learning outcomes, not merely making use of technology applications. The next pitfall that could happen is relevant to trivial thematic units. Just because the project keeps the students busy, does not mean it is an effective project. The last potential pitfall would be the project is overly scripted with many, many steps. The best projects have students making critical decisions about their learning path. With the project being too scripted by the teacher, the students do not have the freedom to make many decisions.
The best projects share important features. The best projects
-are loosely designed with the possibility of different learning paths
-are generative, causing students to construct meaning
-center on a driving question or are otherwise structured for inquiry
-capture student interest through complex and compelling real-life or simulated experiences
-are realistic, and therefore cross multiple disciplines
-reach beyond school to involve others
-tap rich data or primary sources
-are structured so students learn with and from each other
-have students working as inquiring experts might
-get at 21st century skills and literacies, including communication, project management, and technology use
-get at important learning dispositions, including persistence, risk taking, confidence, resilience, self-reflection, and cooperation
-have students learn by doing
Good project ideas can be found in many locations. Some locations to find project ideas are found in -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 education use
- a "mashup" of a great idea and a new tool
Designing a project usually comes in four steps. First it is important to revisit the framework. One way to do this is make a final list of learning objectives for core subjects and allied disciplines. The next step is to establish evidence of understanding. When doing this the teacher may imagine what the student may be able to do after completing the project. After that, the teacher should plan the "vehicle". The vehicle refers to the project theme or challenge. The final step would be planning entrée into the project experience. The teacher should think about the first things they will say to get students' attention and build excitement for the learning ahead?
The topics in this chapter relate to our group project. The topics in this chapter give us ideas on how to create the project and what could go wrong when going through the project. It is important for us to be aware of what we could do wrong while participating in the project and know ways to make our project even better than we originally strived for.
The best projects share important features. The best projects
-are loosely designed with the possibility of different learning paths
-are generative, causing students to construct meaning
-center on a driving question or are otherwise structured for inquiry
-capture student interest through complex and compelling real-life or simulated experiences
-are realistic, and therefore cross multiple disciplines
-reach beyond school to involve others
-tap rich data or primary sources
-are structured so students learn with and from each other
-have students working as inquiring experts might
-get at 21st century skills and literacies, including communication, project management, and technology use
-get at important learning dispositions, including persistence, risk taking, confidence, resilience, self-reflection, and cooperation
-have students learn by doing
Good project ideas can be found in many locations. Some locations to find project ideas are found in -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 education use
- a "mashup" of a great idea and a new tool
Designing a project usually comes in four steps. First it is important to revisit the framework. One way to do this is make a final list of learning objectives for core subjects and allied disciplines. The next step is to establish evidence of understanding. When doing this the teacher may imagine what the student may be able to do after completing the project. After that, the teacher should plan the "vehicle". The vehicle refers to the project theme or challenge. The final step would be planning entrée into the project experience. The teacher should think about the first things they will say to get students' attention and build excitement for the learning ahead?
The topics in this chapter relate to our group project. The topics in this chapter give us ideas on how to create the project and what could go wrong when going through the project. It is important for us to be aware of what we could do wrong while participating in the project and know ways to make our project even better than we originally strived for.
Thursday, October 9, 2014
Reflection #4
1. Long on activity, short on learning outcomes: this means that activities need to be time appropriate and teach the students what they need to be taught. Adding time to a project just to add busy work, doesn't accomplish anything.
Technology layered over traditional practice: Doing the traditional set up to technology doesn't accomplish goals. Students have done multiple slide shows and need to be able to step out of the box.
Trivial thematic units: Work needs to be interdisciplinary.
Overly scripted with many, many steps: Students need a chance to do what they want with a project. Giving them a step by step all the time doesn't give the students creativity.
2. Good projects have the following qualities:
3. Project ideas come from:
4. When designing your project you need to revisit your framework over, and over again. Go over it and make sure there are no mistakes. You need to keep in mind to establish evidence from understanding. This means you need to be able to convince someone the project is worth a students time and understanding. You need to plan your project, put some thought into what you are doing. Make sure your meeting the requirements. The last thing you need to do is make sure the students are excited. Make sure this is something they are interested in doing.
5. This chapter relates to our topic because I want to make sure my lesson plans are exactly what they need to be. I want to make sure the students will enjoy themselves. I want to make sure they gain knowledge that will stick with them. I should feel confident in pointing out the standard I am covering and making sure I have evidence to back it up. Knowledge is power, and this article is knowledge for writing lesson plans and coming up with projects. The things this chapter taught me is making sure my materials have a purpose. If they don't want to be that teacher that assigns busy work. I want students to want to listen to me, and want to come to my class. I want my classroom to be an experience they have never had before. In order to accomplish this my projects have to have purpose.
Technology layered over traditional practice: Doing the traditional set up to technology doesn't accomplish goals. Students have done multiple slide shows and need to be able to step out of the box.
Trivial thematic units: Work needs to be interdisciplinary.
Overly scripted with many, many steps: Students need a chance to do what they want with a project. Giving them a step by step all the time doesn't give the students creativity.
2. Good projects have the following qualities:
- are loosely designed
- are genitive
- centered on a driving question
- captures students interest
- realistic
- involves others
- taps rich data
- structured so students learn from each other
- get 21st skills and literacies
- get an important learning disposition
- have students learn by doing
3. Project ideas come from:
- Expressive learning
- Project plans developed by other teachers
- news stories
- contemporary issues
- students questions and interest
4. When designing your project you need to revisit your framework over, and over again. Go over it and make sure there are no mistakes. You need to keep in mind to establish evidence from understanding. This means you need to be able to convince someone the project is worth a students time and understanding. You need to plan your project, put some thought into what you are doing. Make sure your meeting the requirements. The last thing you need to do is make sure the students are excited. Make sure this is something they are interested in doing.
5. This chapter relates to our topic because I want to make sure my lesson plans are exactly what they need to be. I want to make sure the students will enjoy themselves. I want to make sure they gain knowledge that will stick with them. I should feel confident in pointing out the standard I am covering and making sure I have evidence to back it up. Knowledge is power, and this article is knowledge for writing lesson plans and coming up with projects. The things this chapter taught me is making sure my materials have a purpose. If they don't want to be that teacher that assigns busy work. I want students to want to listen to me, and want to come to my class. I want my classroom to be an experience they have never had before. In order to accomplish this my projects have to have purpose.
Friday, October 3, 2014
Reflection 3
The big ideas are the main points of the project. In the text it discusses it in terms of the curriculum. In relevance to our project, it is also the main points. When it comes to our project, the main points or big idea would be promoting healthy eating, active lifestyle, and our celebration. The celebration will be our 5k run.
21st century skills are skills that go beyond subject mastery. They are related to important skills, attitudes, and habits. It is also important to imagine how your project plan can involve these skills. Some of the skills are analyzing, evaluating, and creating. Some examples of analyzing would be examining, explaining, and investigating. Some examples of evaluating are judging, selecting, and justifying. Finally, some examples of creating are adapting, anticipating, and combining.
When discussing any type of 21st century learning it is important to question whether we are preparing the students for the world beyond school. 21st century literacy goes beyond just being able to read and write. The main points of 21st century literacy are digital-age literacy, inventive thinking, effective communication, and high productivity.
The main idea of learning inside and outside the classroom is effectively finding ways to have students learn outside of the classroom. With new items of technology such as mobile phones and mp3 players have increased the probability of students doing this. Students now have plenty of new opportunities for deep learning with things such as websites. Students tend to learn better when things are visible and discussable. One way to make things more visible and discussable are things such as mind maps. Mind maps and objects that are similar are more popular with things such as Google Earth and Visual Thesaurus as representation tools. Students expressing themselves has become more popular than it has ever been. Now that the internet is at our fingertips it is very simple for students to share ideas on sites such as myspace or facebook. Collaboration among students can become more prevalent when group projects are implemented. Research is now also very simple for students to access. The web makes it very simple for students to do quick research about anything imaginable. Project management really allows students to develop time management, work, finding sources, and hear feedback from others. Reflection can be highlighted by reconsidering or thinking of ideas to make acceptable work , masterful work.
The students in my group should be using all of the essential learning functions during our project. The essential learning functions will allow us to become better learners and teachers, but also allow us to finish our project successfully. It is also important to use 21st century learning while doing our project. Doing so will allow us to develop skills that are useful beyond the classroom.
21st century skills are skills that go beyond subject mastery. They are related to important skills, attitudes, and habits. It is also important to imagine how your project plan can involve these skills. Some of the skills are analyzing, evaluating, and creating. Some examples of analyzing would be examining, explaining, and investigating. Some examples of evaluating are judging, selecting, and justifying. Finally, some examples of creating are adapting, anticipating, and combining.
When discussing any type of 21st century learning it is important to question whether we are preparing the students for the world beyond school. 21st century literacy goes beyond just being able to read and write. The main points of 21st century literacy are digital-age literacy, inventive thinking, effective communication, and high productivity.
The main idea of learning inside and outside the classroom is effectively finding ways to have students learn outside of the classroom. With new items of technology such as mobile phones and mp3 players have increased the probability of students doing this. Students now have plenty of new opportunities for deep learning with things such as websites. Students tend to learn better when things are visible and discussable. One way to make things more visible and discussable are things such as mind maps. Mind maps and objects that are similar are more popular with things such as Google Earth and Visual Thesaurus as representation tools. Students expressing themselves has become more popular than it has ever been. Now that the internet is at our fingertips it is very simple for students to share ideas on sites such as myspace or facebook. Collaboration among students can become more prevalent when group projects are implemented. Research is now also very simple for students to access. The web makes it very simple for students to do quick research about anything imaginable. Project management really allows students to develop time management, work, finding sources, and hear feedback from others. Reflection can be highlighted by reconsidering or thinking of ideas to make acceptable work , masterful work.
The students in my group should be using all of the essential learning functions during our project. The essential learning functions will allow us to become better learners and teachers, but also allow us to finish our project successfully. It is also important to use 21st century learning while doing our project. Doing so will allow us to develop skills that are useful beyond the classroom.
Thursday, October 2, 2014
Reflection #3
1. The big idea for our project is how healthy our students keep their bodies. Showing them real life exercises they can do, showing them snacks they can make by themselves, showing them things that make their body unhealthy, these are all ways we show our students the big idea. Working with their personal body as the canvas helps the students to connect and understand what it is were talking about.
2. The 3 steps to the 21st century skills are analyze this is the beginning stage. Evaluate is where you elaborate on the ideas and continue to do research. Create is to put your knowledge of the subject and create your own idea from it. Children need to know how to do this. We should be talking about exercise so much that the students know what it is and could teach it to someone else. The idea is for the kids to keep this knowledge past a couple of weeks.
3. 21st century literacies highlights the digital literacy. This passage talks about how literacy boils down to being independent. Our lesson is a great example of teaching children to be independent. Children can spend their time doing things like making their own treats or creating a dance routine that independently shows how they see exercise. Kids need to be independent that is without a doubt. Teaching children to be independent is something that needs to start when they are young and continue through out their life.
4. There are 8 learning functions. The first one is Ubiquity this means students are learning inside and outside the classroom. This includes the involvement of parents. Asking children multiple questions that can expand their thinking. The next one is Deep learning. This helps students make sense of raw information. This function includes organizing, sorting, and analyzing information. The third function is making things visible. It is important to reach every child in your classroom. In order to do this you have to be able to represent information in many ways, many students are hands on learners and need to see things. The fourth is Expressing ourselves. This simply means helping students to find ways to use the internet to express themselves. number five, collaboration. This is very important as chapter two showed us. Collaborating with other teachers and parents is the key to success. number six, research. Research is still important in todays world. You have to continue to teach children how to research things as the internet evolves. Number seven, project management. Project management teaches children time management, work, sources, and feedback from others. Lastly, number eight, reflection. Students need to be able to reflect on their own work and the work of others.
5. All of the concepts above are important because students need to be able to do all eight functions. Students will succeed in school if they are taught these lessons at a young age. Teaching students how to work technology will be of importance as children are being born into technology savvy worlds. Being able to identify the big idea of something is also helpful for students. The children are able to focus on what they need to do and check themselves if they get off tasks.
2. The 3 steps to the 21st century skills are analyze this is the beginning stage. Evaluate is where you elaborate on the ideas and continue to do research. Create is to put your knowledge of the subject and create your own idea from it. Children need to know how to do this. We should be talking about exercise so much that the students know what it is and could teach it to someone else. The idea is for the kids to keep this knowledge past a couple of weeks.
3. 21st century literacies highlights the digital literacy. This passage talks about how literacy boils down to being independent. Our lesson is a great example of teaching children to be independent. Children can spend their time doing things like making their own treats or creating a dance routine that independently shows how they see exercise. Kids need to be independent that is without a doubt. Teaching children to be independent is something that needs to start when they are young and continue through out their life.
4. There are 8 learning functions. The first one is Ubiquity this means students are learning inside and outside the classroom. This includes the involvement of parents. Asking children multiple questions that can expand their thinking. The next one is Deep learning. This helps students make sense of raw information. This function includes organizing, sorting, and analyzing information. The third function is making things visible. It is important to reach every child in your classroom. In order to do this you have to be able to represent information in many ways, many students are hands on learners and need to see things. The fourth is Expressing ourselves. This simply means helping students to find ways to use the internet to express themselves. number five, collaboration. This is very important as chapter two showed us. Collaborating with other teachers and parents is the key to success. number six, research. Research is still important in todays world. You have to continue to teach children how to research things as the internet evolves. Number seven, project management. Project management teaches children time management, work, sources, and feedback from others. Lastly, number eight, reflection. Students need to be able to reflect on their own work and the work of others.
5. All of the concepts above are important because students need to be able to do all eight functions. Students will succeed in school if they are taught these lessons at a young age. Teaching students how to work technology will be of importance as children are being born into technology savvy worlds. Being able to identify the big idea of something is also helpful for students. The children are able to focus on what they need to do and check themselves if they get off tasks.
Subscribe to:
Comments (Atom)