Concept map #3

Concept Map #3

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Chapter 11 Reflection

As a result of using the Project-based learning approach many doors open. You are able to create better concrete plans that make projects successful. You made a difference for your learners, they will remember there project journey. Teachers will find new ways to organize their classroom and communicate with parents. Also you were able to meet instructional goals. There are many things you can do to wrap up projects and "bring your project home," share your project idea with an existing network, such as iEARN, create a project library, turn your project into an archive on the web, or even publish your project work. Also you could enter your project in a contest giving you a chance to put your best work forward for others to see. This chapter related to my topic from the class in many ways. It taught me ways to teach better, making lesson useful and memorable for students. Also we are bringing the project home with our own projects from the class my creating a website that others can see and view our work throughout the semester.

Reading Reflection 11

As a student, the end of a successful project should leave you with vivid memories, souvenirs and artifacts you have collected along the way, and plenty of ideas for shaping your next learning adventure. Good projects open the door and create connections that you can build into future project designs. As a teacher, fostering student engagement means encouraging them to think beyond the set class time, to encourage them to continue interaction with project members, and therefore to be thinking about and constructing their own reality at any time of the day. At the end of a project, students understand project management, big picture thinking, meeting deadlines, having a global audience, and the importance of being professional. The overall end result of using the project-based learning approach is that students will become more independent and the teachers will be more prepared. 

“Bringing your project home” is simply wrapping up a project and making sure your students are proud of their hard work.  In order to “bring your project home” it’s important to capitalize on your investment, critique your work, share your insights, become a resource for your colleagues, enter a contest, and end the journey. As a teacher, we need to make sure that were aware of what our students’ skills are and acquire these skills into their projects.  It’s important to have teachers and students reflect on their project so that they can improve the project next time. Having a teacher to student relationship is important because it will emerge a stronger ability to cope with the demands of 21^st- century learning. 

The concepts in this chapter relate to what this class is all about, project-based learning. This chapter discusses the end result of a project and ways to bring the project home. In our group we are all using these concepts to bring our project home.

Reading Reflection 11

There are numerous of things that occur after a project using project-based learning. The students and instructor feel as if they have been somewhere together. They've been on a journey and it was long and worth it. But in the end it was completed. These projects will leave you and your partners with vivid memories. Even souvenirs an artifacts we have collected along the way. Along with plenty of ideas for shaping your next learning adventure.

There are ways of 'bringing your project home'.

• You can capitalize on your investment
• You can critique your own work
• Share your insight
• share by using existing networks
• create a project library
• Turn your project into an archive on the Web
• Publish your project
• Become a resource for your colleagues
• Enter a contest
• Enjoy the journey

This chapter relates to me and everyone else participating in these PBL projects. Everyone needs to understand the things that occur after the projects are done. We all need to find ways to 'bring our project home'. We each have our own way to 'bring our project home' and find a way to help others after we are done.

Reading Reflection 10

It's important to have our students take time to reflect on learning experiences. Taking time to reflect helps students feel good about their accomplishments, but more importantly makes learning really stick. Setting aside time for reflection helps students to reveal things they might not otherwise think about: what they learned, their growth as learners, and what they want to learn in projects ahead. Ask students, how was our project important to you? Ask them to reflect on their skill development. The end of a project is also a time to think about growth in learning dispositions. Give students an opportunity to reflect on ways they overcame obstacles or persisted when they work was hard. Lastly, help students think about how joyous and gratifying the learning journey can be.

Ask students to reflect and elaborate during and after a project. Ask: what does this get you wondering about next? What do you want to learn now and how do you want to go about it? Having your students reflect and elaborate will get your students involved and interested in the next steps of the project.

Most schools' identities are tired to their traditions. Some schools are sport powerhouses. My high school was known for their state champion wrestling through out my four years in high school. Other schools send students to science competitions. Think about how your class and school can establish a tradition of emeplary project work. Once you have established a tradition of excellence, students will feel its a privilege to honor the tradition with their hard work. As you reach the culmination, think about ways to showcase your project that will establish your identity as a community of learners.

Celebrate the project with your students. Show students work, put on an event, create a blog, or hold a party. Any way you do it, celebrate learning, and build you school's identity as a place where kids get to learn through projects. Displaying projects in a classroom gives students a sense of pride in their work. Have students celebrate projects from throughout the whole year. It's more meaningful than a typical class party and just as joyful and it's one last chance to anchor memories in students minds. You will learn a lot right here about what students remember and value. This will be useful as you plan for the next year.

Their are a lot of concepts in this chapter that relates to our class project. During our project we have been using a blog to reflect with other students in our class. We have also been asking our students in our projects to reflect on their project work. We are also creating a website to show off all our hard work this semester. 

Chapter 10

Taking time to do a reflection is important. It helps students feel good about their accomplishments. Also having students elaborate engraves learning, so they remember the information. As a teacher ask the students many questions about their project experiences. To elaborate as the student, "What does this get you wondering about next? What do you want to know now, and how do you want to go about it?" Schools build tradition and identity, something the school is known for. All schools share tradition and an expectation of excellence. Schools build tradition through community members and students. Celebrating learning accomplishments builds identity, show students work, hold events, create a blog, or hold a party. Concepts from this chapter relate to my project in many ways. We reflect on our work every week to remember what we have learned and also elaborate.

Reading Reflection #10

• It is important to set aside time for reflection. Taking time to reflect helps students feel good about their accomplishments, but more importantly, reflection can be the thing that makes learning really stick. When students create their own meaning, it's important that they look at it from al sides while meaning is taking shape, and then view it from a distance as they get ready to step beyond the experience to the next learning challenge. Setting aside time for conscious reflection helps students reveal things they might not otherwise think about what they learned, their growth as learners, and what they want to learn in projects ahead.
• The reason students need to plan reflections and elaborate is to know and understand what they learned and their growth. The end of the project is a time to think about growth in learning dispositions. During projects, students experience challenges, frustrations, and joy. Give them an opportunity to reflect on ways they overcame obstacles or persisted when the work was hard. Encourage them to think about how their own creativity came into play to move the project forward.
• Schools can build tradition and identity. Some schools are sports powerhouses. A school and a community rally around the team. Some schools send students to science competitions where they medal year after year. When families, the community, and students coming up through the grades know what you are up to, you have a foundation for tradition. As community members being to notice and value students' accomplishments, they will give you enthusiastic support. After a time, they will expect to be involved. Invite them in. Show how your class accomplishments are the result of students' commitment to their own learning.
• Celebrating in the classroom lets the students know that what they did was great, they were successful, and that you are proud of what they've done. Show students work, put on an event, create a blog, or hold a party. Any way you do it, celebrate learning, and build your school's identity as a place where kids get to learn through projects.
• This chapter had topics that relate to what I am doing in my project in class. We have to reflect and elaborate after our project to know what we have learned and go over it. We have to maintain tradition and keep a good identity as well. We make sure we celebrate after we accomplished our goal because we deserve it.

Chapter 9

1. By doing an activity such as K-W-L you can find out about your students prior-knowledge. This method allows the teacher to see where each learner is. Every student will have different prior understanding of the subject you are about to teach.

2. When teachers establish anchors for a project they gain a sense of where students are beginning and what learning goals they need to work towards. This offers all students to become successful during the project and expands their opportunities. 

3. By developing rubrics before projects you are able to asses progress of each students. Doing this with your students can help them better understand the criteria they will be grades on. Also this will allow you to provide feedback for the students to learn from project mistakes.

4. The topic Grades that matter relates to our classroom. Our teacher provides us with a rubric to know specific points we will be graded on throughout each project. Also we have been about to create a few of our own rubrics to see how it can be helpful in our own classroom someday.

Reading Reflection 9

 There are a few methods that s teacher can use to understand the students prior knowledge. Active learning is a hallmark of good projects, and students benefit by being actively involved even at the assessment stage. In a well-designed project, students know what they are taking on a particular task and how it leads them toward important learning goals. Students also know what “success” looks like, and they understand the various categories by which their performance will be measured. Assessing your students’ project work will require everything from what they created, to teamwork, to effort, and to creativity that went into the project. 

Using the K-W-L could develop in finding out about what your students prior knowledge is. Not all students were starting at the same place when finding out their prior knowledge. Also, the distance they travel during a project will not be the same for each student.  Establishing anchors will help you to find what the student’s prior knowledge is. By establishing anchors, you the teacher, can gain a sense of where students are starting and how far they are going as they work to meet learning goals. In a project-based classroom, you expand the opportunities to differentiate instruction and help all learners to be successful. In considering assessment, think about the quality of the learning experience. 

When you designed your project, you may have developed rubrics to assess progress toward key learning goals. Now comes the time to put your rubrics to work to generate meaningful feedback for students. One way in assessing what your students learned during a project is by giving them online grade books. The online grade book measures a student’s progress across several categories. Students, parents, and teachers all have access to this assessment data, creating opportunities for meaningful conversations about student achievement.  Another way is to ask the students to reflect on what they have learned. At the end of a project, you may elect to have students create something new that asks them to summarize or synthesize what they have learned. This can give you the opportunity to look for transfer of knowledge. Although project- based learning isn’t traditional teaching you may assess what your students have learned during a project by giving them a quiz or test on the material. 

These concepts relate to our project because in our lesson plans that we have developed we are providing our students with rubrics for the assignment and in the end assessing what our students have learned.  Throughout our whole project we are establishing anchors to gain a sense of where our students are starting and how far they are going as they work to meet learning goals. We are also assessing what our students have learned by having our students create something new that asks them to summarize what they have learned. No were in our project are we testing or quizzing our students on what they have learned. In our project we are staying away from traditional classroom assessing.

Reading Reflection #9

There are different methods of understanding prior-knowledge of students. Active learning is a hallmark of good projects, and students benefit by being actively involved even at the assessment stage. In a well-designed project, students know why they are taking on a particular task and how it leads them toward important learning goals. They also know what success looks like, and they understand the various categories by which their performance will be measured. Assessing your students' project work requires deliberate strategies to take stock not only of what they have created, but also the teamwork, effort, and creativity that went into the project. Final assessments are important because they test the students' on the knowledge they learned after the project and material is done.

Establishing anchors is very important when it comes to the project. By establishing anchors, you gain a sense of where students are starting and how far they are going a they work to meet learning goals. In a project-based classroom, you expand the opportunities to differentiate instruction and help all learners be successful. In assessments, think about the quality of the learning experience.

Some ways to assess your students is by giving them online grade books. They make information for the students and yourself readily available, opening the door for more informed conversations about their progress. At the end of the project, you may elect to have students create something new that asks them to summarize or synthesize what they learned. This task gives you the opportunity to look for transfer of knowledge.

This chapter talks about assessing which has to deal with our project. In order to know and understand what we've done and what we've learned, we need to be assessed somehow at the end to test if we successful knew what was going on. It is beneficial for the student and teacher. The student knows how much they've lean red and if they successfully took in the knowledge after the project.

Digital Story

http://youtu.be/Z2uaMq9eTb0

Chapter 8

1.     There are many ways to build connections and branch out beyond the classroom. Digital tools make it easy for students to share their work and exchange ideas. Having family member, peers and local community members allows students to gain confidence. Digital-age projects also offer unlimited opportunities for branching out. Students can consult with experts and communicate with fellow learners.

2.     EAST Initiative Model demonstrates the benefits of using technology to solve problems and make improvements in communities. Students use geospatial technologies and multimedia tools.

3.     It is important to let students lead their own projects. Learning is endless; students can take on there own learning and become connected with their topic choice.

4.     In our class many of the projects we do students lead their own project. We are able to choose what we would like our topic to be. This allows us to be creative and connect with our topic choice.

Reading Reflection 8

It is important to extend the learning experience beyond the classroom.  In a project it may be beneficial to have students connect with experts.  When studying a topic and having students work on a project think about how having the students connect with an expert in that topic might benefit the students learning.  You can start by asking parents to help with the topic, if you can’t find parents who are experts they may know someone who does. Another way to find experts is by using your class Web site or blog to post that you’re seeking experts on a specific topic. 

The Environmental and Spatial Technologies Initiative was developed by Tim Stephenson at Greenbrier High school in 1996. Students in the Environmental and Spatial Technologies Initiative network of schools have been demonstrating the benefits of using technology for a real purpose,-- to solve problems and make improvements in their communities.  The EAST model is built on these four essential ideas: 

1.      Students-driven learning: Students need to be responsible for their own learning.

2.        

      Authentic project-based learning: Students should be engaged in solving real problems in their communities.

3.        

      Technology as tools: Students need access to the relevant technologies that professionals use to solve real problems.

      

      Collaboration: When students collaborate in teams to pursue authentic projects, they accomplish more than any one person can do in isolation.

During the project approach, as a teacher you will find that students are capable of leading their own projects.  To get students started, start by generating a project idea that they care about.  The teacher doesn’t have to be the one who designs one super project for everyone in the class.  To start, ask students what they are passionate about? Students can take own their own learning, and as the teacher be there to support the students.  Having the students take the lead on their project they will be more into the project. If you let them pick what they want to do for the project they will ultimately be more passionate in their work and their learning will be more meaningful.  Having students lead their learning will also prepare them for the real world.

The concepts in this chapter relate to our own projects. While planning our project we need to make sure we let our student’s branch out. In one of our projects our students are pen pals with other students in New York. In this project the students are learning from each other about local gyms in their areas and about how fitness plays apart in both Kalamazoo and in New York City.  Our students are learning from one another.  Also as a group we are working together and leading on our own to make sure that everything in our project is getting done.  In our project we are using technology throughout the whole process. We are collaborating in a team to accomplish a successful project.