Reflection #4

Amanda Miller

ED 3470

15 February 2013

Reflection #4

1.      The chapter focuses on four potential pitfalls:

a.       Long on activity, short on learning outcomes. Meaning if the activity takes longer for the learner and the student does not learn much of anything, then it may be best to come up with another idea for that project.

b.      Technology layered over traditional practice. This means that if learning aims are lofty and technology helps students reach them, then the integration of technology is essential to the project. It says in the book that, as you are reviewing a project plan, consider whether technology is used to bring people together, connect students to rich data or primary sources, or provide some other way to allow students to create unique and high-quality learning products.

c.       Trivial thematic units: This is not essentially project based learning. When examining thematic projects or creating your own, look for ways a theme elevates and connects the learning.

d.      Overly scripted with many, many steps. This can sometimes involve many steps. But as long as the students are gaining and learning from this step may be promising. On the other hand, be weary of over-prescriptive project plans that have many discrete steps.

2.      The best projects share the important features.

a.       Are loosely designed with the intent of different learning paths

b.      Are generative, causing students to construct meaning

c.       Center on a driving question or are otherwise structured for inquiry

d.      Capture student interest through complex and compelling real-life or simulated experiences.

e.       They are realistic, and therefore cross multiple disciplines

f.       They reach beyond school to involve others

g.      Tap rich data or primary sources

h.      They are structured so that students learn with and from each other

3.      Project ideas are said to come from everywhere. One successful project will lead to another.  There are many resources out there to help get project ideas. There are sources on the internet, books, magazines, student interests or questions, etc. Finding something with a good structure is essential, too.

4.      When designing your project you must first revisit the framework, meaning make a final list of learning objectives for core subjects and allied disciplines. Also, identify learning dispositions you want to foster, such as persistence and reflection. Then, establish evidence o f understanding. Plan the “vehicle,” and plan the entrée into the project experience. When planning a project, we need to paint a clear picture of how we want our project to be so that it will be a success when seen.

5.      The concepts in this chapter relate to our project because it has some very rich and useful information when designing our projects. I learned a lot from this chapter let alone just on how to gather ideas and design our project. I think this chapter was important and spoke a lot about how to make projects a success. I think our group will learn a great deal and definitely use this chapter while designing our project.