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.