Amanda Miller

EDT 3470

15 March 2013

Reflection #7

1.      The levels of classroom discussions are:

a.       Teacher to teacher

b.      Student to student

c.       Teacher to student

2.      In the book it states that you should, “frame your questions to get at the information that you want to discover, ad use the right tools to help keep projects moving. Procedural: Are we staying on schedule? Do we have the right materials available? When is the best time to schedule a field trip, expert visitor or other activity?” Teamwork: “How are team members getting along? Is one student carrying too much of the load for the whole team? Are students able to manage conflict themselves or do they need my help?” Understanding: “Spend time observing teams at work, listening to student conversations, and asking probing questions. If you see students going way off task or basing their decisions on faulty information, ask questions or suggest resources to redirect them. If you see opportunities for students to go beyond expectations, encourage them to push themselves.” Self-assessment: “Ask questions that encourage self-assessment and reflection. Project journals or blogs offer space for students to describe challenges or frustrations, to ask questions that they may not feel comfortable asking in class, or to share their excitement about a project.”

3.      The benefits to students when optimizing the use of technology is that “with optimum use of technology, you may find students gaining benefits you did not envision at the outset of the project (p 121.)” Students get the opportunity to gain new insights into how to converse with a culturally diverse group of people.

4.      Some 21^st-century skills that may make or break a project is that of which, teamwork is a big factor in project making. If a teacher senses trouble, help students to understand and become aware of their teams conflicts. In the book, it says that, “making teamwork a focus of formal assessment, you help to emphasize the importance of this 21^st-century skill (p 123.)” Evaluation peers could be a great way in trying to get students to work and help put their team. Also, conversation is a huge skill that can either make or break a project. Teachers must build their classroom and have to talk about what is happening while it unfolds.

5.      Concepts in this chapter will relate to our project in this class because it will help up pay close attention to how our group interacts with one another while working as together. Making sure everyone in our group understands and communicates what is going on is essential in this project as well. We cannot just throw something as someone and tell them to go do it. As teachers, we must help and elaborate when we are working as a team.

 

Teamwork makes the DREAM work :)