1. A good way to get a better understanding of the students' prior knowledge is to create some sort of activity to get a sense of where students are and how far they need to go to meet their learning goals. This method can be called "establishing anchors."
2. Like I mentioned before, establishing anchors is important when conducting a project because it lets the teacher know how far students are and how far they have until they reach a certain goal. Establishing anchors helps each student become a successful learner.
3. One real-world way to assess what a student learned in their project is by bringing in a panel to judge the students' work. This example can help motivate students by putting them in a real-world setting and it is a fun and different way to assess the students' work. Also, having guests come in to assess work gives students a chance to defend their work and explain their research and what they have learned. \
4. The concepts in this chapter relate to our project because we will need to figure out ways to assess the students' work. It would be fun to have a fitness instructor or a dietitian come in to assess the students' research and fitness plans they have created. This would give them a taste of the real world while also assessing them.
Monday, March 31, 2014
Friday, March 28, 2014
Sarah Hughey's Reading Reflection #9
1. Description of a method of understanding prior-knowledge of students.
One method to understand the prior-knowledge of the students is to do a small activity and gauge their responses. For example, the KWL activity reveals to the teacher what the students already know and wonder about. Not all students will be at the same place, so this shows the teacher if s/he needs to do a review lesson on background knowledge or if only a couple students who could be reached individually need extra help.
2. Discussion on the importance of establishing anchors for a project.
Establishing anchors gives the teacher a feel as to where the students are going to begin in the project and how far they will have to stretch themselves to get to the end goals. With this sense, teachers will be prepared to give projects that aren't so difficult that they overwhelm the student's starting point and are impossible for them to complete but that are also not so easy and don't require much on the part of the students.
3. Description of several ways to assess what students learned during the project.
- Asking students what they learned: A teacher can simply ask the students to reflect on their projects and what they felt that they learned. This can not only help the teacher see how the students improved but also give them insight on ways to improve their teaching (ex. how the students in the chapter mentioned they really liked the use of podcasts).
- Having the students create something new: This will force the students to either summarize or demonstrate what they learned. For example, all of us are creating our websites with everything we have created and learned this semester. This is our professor's way of assessing us instead of something traditional such as a multiple choice exam.
- Modeling real-world assessment: Assess the students the way that they would be assessed in the field that their project was in. For example, if the students did a science project, assess them like how scientists are assessed, and if they created something like a graphic art, assess them like how those in the field would be assessed.
- Enter a contest/submit for publication: This motivates students to really put forth their best effort, and this is point-blank real world assessment. For example, if they make a business plan, have them pitch it in a business plan competition.
4. Discussion on how concepts in this chapter relate to your topic/project.
One of the connections I made early was how we're creating an over-arching website for our project as a final exam and how we're witnessing one of the ways of assessment in action. We also need to incorporate checks for background knowledge and ways to establish anchors in our project so we will be prepared to do this in the future.
One method to understand the prior-knowledge of the students is to do a small activity and gauge their responses. For example, the KWL activity reveals to the teacher what the students already know and wonder about. Not all students will be at the same place, so this shows the teacher if s/he needs to do a review lesson on background knowledge or if only a couple students who could be reached individually need extra help.
2. Discussion on the importance of establishing anchors for a project.
Establishing anchors gives the teacher a feel as to where the students are going to begin in the project and how far they will have to stretch themselves to get to the end goals. With this sense, teachers will be prepared to give projects that aren't so difficult that they overwhelm the student's starting point and are impossible for them to complete but that are also not so easy and don't require much on the part of the students.
3. Description of several ways to assess what students learned during the project.
- Asking students what they learned: A teacher can simply ask the students to reflect on their projects and what they felt that they learned. This can not only help the teacher see how the students improved but also give them insight on ways to improve their teaching (ex. how the students in the chapter mentioned they really liked the use of podcasts).
- Having the students create something new: This will force the students to either summarize or demonstrate what they learned. For example, all of us are creating our websites with everything we have created and learned this semester. This is our professor's way of assessing us instead of something traditional such as a multiple choice exam.
- Modeling real-world assessment: Assess the students the way that they would be assessed in the field that their project was in. For example, if the students did a science project, assess them like how scientists are assessed, and if they created something like a graphic art, assess them like how those in the field would be assessed.
- Enter a contest/submit for publication: This motivates students to really put forth their best effort, and this is point-blank real world assessment. For example, if they make a business plan, have them pitch it in a business plan competition.
4. Discussion on how concepts in this chapter relate to your topic/project.
One of the connections I made early was how we're creating an over-arching website for our project as a final exam and how we're witnessing one of the ways of assessment in action. We also need to incorporate checks for background knowledge and ways to establish anchors in our project so we will be prepared to do this in the future.
Saturday, March 22, 2014
Reading Reflection 8
1. Technology makes it easy to branch out and make connections beyond the classroom. Digital tools allow for sharing among colleagues, parents, students, and others. One great example of technology that helps make connections beyond the classroom is blogging. Blogging is an easy and excellent way to communicate with an audience and connect with others. Blogging and other communication tools are important because it allows each student to have a voice in the classroom. Other ideas to branch out include digital stories, researching, and others.
2. The EAST Initiative Model demonstrates the benefits of using technology to solve problems and improve their community. It is a great idea that allows students to collaborate, research, and display their work by use of technology. EAST Models can be seen in many schools today, and the teachers must let the students take the lead when it comes to accomplishing their goals--an example of PBL. EAST was built on four main ideas: Student-driven learning, authentic project-based learning, technology as tools, and finally, collaboration.
3. Letting students lead is essential in project based learning. As teachers, we need to understand that sometimes students are more capable of leading their own project than we are. We don't necessarily need to be the designer of the project--we should listen to our students and let them explore their options of projects that meet their interests. It's important to let students be in charge of their own learning
4. The first concept from this chapter that I could relate to our project is the use of digital stories. We are working on digital stories right now in order to introduce the main topic of our project. Another concept that can be used in our project is letting students lead. This is a neat way to see how students collaborate and learn on their own terms.
2. The EAST Initiative Model demonstrates the benefits of using technology to solve problems and improve their community. It is a great idea that allows students to collaborate, research, and display their work by use of technology. EAST Models can be seen in many schools today, and the teachers must let the students take the lead when it comes to accomplishing their goals--an example of PBL. EAST was built on four main ideas: Student-driven learning, authentic project-based learning, technology as tools, and finally, collaboration.
3. Letting students lead is essential in project based learning. As teachers, we need to understand that sometimes students are more capable of leading their own project than we are. We don't necessarily need to be the designer of the project--we should listen to our students and let them explore their options of projects that meet their interests. It's important to let students be in charge of their own learning
4. The first concept from this chapter that I could relate to our project is the use of digital stories. We are working on digital stories right now in order to introduce the main topic of our project. Another concept that can be used in our project is letting students lead. This is a neat way to see how students collaborate and learn on their own terms.
Wednesday, March 19, 2014
Sarah Hughey's Reading Reflection #8
1. Description of some ways to build connections and branch out beyond the classroom.
Technology can be used to build connections and branch out beyond the classroom. For example, blogs can be used to not only help develop students' writing skills but also to help students express themselves to people outside of the classroom and connect with experts in the topic they're writing about. Digital-age projects can also encourage or require students to connect with people outside of the classroom, whether they're contacting experts, classrooms across the globe, etc. Projects that incorporate inquiry are great opportunities to involve an expert, and in certain projects teachers can arrange for these connections. Students should be prepared before these contacts by teaching them how to be efficient at interviewing, and experts should also be advised on what will be asked and how to talk with the students. Projects such as The Flat Classroom Project also can be used to connect students with other students who live elsewhere.
2. Description of the EAST Initiative Model.
The Environmental and Spatial Technologies (EAST) Initiative model has students using technology to make an actual difference by doing projects that help them master different technologies in the context of solving a community problem. The four cornerstones to this model are student-driven learning, authentic project-based learning, technology as tools, and collaboration. Also vital to this model is teacher to teacher support and training, as teachers who take on this model also get a new role in their classrooms - facilitator instead of the one who has all of the control. Professional development for teachers occurs in three phases: a collaborative training experience held for a week in the summer, then when the educators begin to have questions about implementing the EAST model, and then when the educators go further into the real-life problems the students run into. Teachers also get ongoing support and networking.
3. Discussion on some reasons to let students “lead” their projects.
Students are more than able to lead their own projects and come up with project ideas that they are passionate about. Teachers don't have to micromanage the learning, creativity, and projects occurring in the classroom, and students can be intrinsically motivated instead of always extrinsically motivated to do projects. For example, the book speaks about a teacher who connected a student with dyslexia with an international teacher who she could relate with, and this connection gave the student the idea to create a wiki for students with dyslexia. This example shows that students are able and willing to try to solve problems and create project solutions without a teacher leading them to it.
4. Discussion on how concepts in this chapter relate to your topic/project.
This chapter relates to our topic and project because now we have a new model to use when developing our topic/project along with encouragement that coincides with what we have already been learning (to utilize people outside of the classroom in the projects and to let students take initiative and autonomy over their projects). We can continue incorporating the emphasized ideas into our topic/project while also looking for ways to practice incorporating the EAST model into our teaching methods.
Technology can be used to build connections and branch out beyond the classroom. For example, blogs can be used to not only help develop students' writing skills but also to help students express themselves to people outside of the classroom and connect with experts in the topic they're writing about. Digital-age projects can also encourage or require students to connect with people outside of the classroom, whether they're contacting experts, classrooms across the globe, etc. Projects that incorporate inquiry are great opportunities to involve an expert, and in certain projects teachers can arrange for these connections. Students should be prepared before these contacts by teaching them how to be efficient at interviewing, and experts should also be advised on what will be asked and how to talk with the students. Projects such as The Flat Classroom Project also can be used to connect students with other students who live elsewhere.
2. Description of the EAST Initiative Model.
The Environmental and Spatial Technologies (EAST) Initiative model has students using technology to make an actual difference by doing projects that help them master different technologies in the context of solving a community problem. The four cornerstones to this model are student-driven learning, authentic project-based learning, technology as tools, and collaboration. Also vital to this model is teacher to teacher support and training, as teachers who take on this model also get a new role in their classrooms - facilitator instead of the one who has all of the control. Professional development for teachers occurs in three phases: a collaborative training experience held for a week in the summer, then when the educators begin to have questions about implementing the EAST model, and then when the educators go further into the real-life problems the students run into. Teachers also get ongoing support and networking.
3. Discussion on some reasons to let students “lead” their projects.
Students are more than able to lead their own projects and come up with project ideas that they are passionate about. Teachers don't have to micromanage the learning, creativity, and projects occurring in the classroom, and students can be intrinsically motivated instead of always extrinsically motivated to do projects. For example, the book speaks about a teacher who connected a student with dyslexia with an international teacher who she could relate with, and this connection gave the student the idea to create a wiki for students with dyslexia. This example shows that students are able and willing to try to solve problems and create project solutions without a teacher leading them to it.
4. Discussion on how concepts in this chapter relate to your topic/project.
This chapter relates to our topic and project because now we have a new model to use when developing our topic/project along with encouragement that coincides with what we have already been learning (to utilize people outside of the classroom in the projects and to let students take initiative and autonomy over their projects). We can continue incorporating the emphasized ideas into our topic/project while also looking for ways to practice incorporating the EAST model into our teaching methods.
Friday, March 14, 2014
Sarah Hughey's Reading Reflection #7
1. Description of the levels of classroom discussions.
Teacher to teacher: Teachers discuss not only to plan the project but also during their implementation as well. Teachers will discuss routine things such as who will lead which activity and other things such as formative assessment. These discussions also don't have to be face-to-face; they can be via a project blog, wiki, etc.
Student to student: Students need to be talking as they work together on project needs, of course, but they also need to be discussing what they are learning and discovering. This helps them learn both the material and communication skills. Teachers can join student to student discussions and should be listening to them as a bystander, but teachers have to be careful not to take over the conversation.
Teacher to student: This is the most common level in a traditional classroom but less in a PBL classroom. This level is usually used for class-wide announcements when a project management tool such as a project Web site is not being used for them.
2. Discussion on the questions for “checking in” on students during a project.
Questions for "checking in" should be higher order questions that get students to analyze, compare, evaluate, and elaborate. These types of questions should encourage students to look even deeper in their topic. Also, give the students time to give an answer - the longer the teacher is willing to wait, the more engaged the students become and the more quality work they provide.
Beyond just a general discussion on questions, the teacher should "check in" with procedural, teamwork, understanding, and self-assessment questions. All of these questions keep the students on task, help them with work management, and encourage them to think further about their project.
3. Discussion on the benefits to students when optimizing the use of technology.
The benefits to students when optimizing the use of technology are many. For one, technology can help students reach learning goals, or it can misdirect them on "side trips" if not optimized. Technology can also help them keep organized and manage time/work better and help them "expand their horizons" and connect them to people outside of the classroom relate to the project idea. For technology to be optimized, it must be accessible by the students.
4. Discussion on the 21st-century skills that can make or break a project.
21st-century skills that can make or break a project include knowing how to troubleshoot, overcome challenges, and managing conflict. Troubleshooting and overcoming challenges is key to PBL; without these skills, students will not be able to work on their problems because the point of PBL is to teach them to find solutions to problems. Conflict is also natural in any team and must be dealt with maturely and responsibly, as no team will be able to get anything done if they're always tied up in arguing and fighting. Managing conflict also relates to intercultural differences when working with students from different cultures, which is a skill they must develop for PBL to be successful.
5. Discussion on how concepts in this chapter relate to your topic/project.
We are currently practicing teacher-to-teacher discussion and collaborating together to create a PBL project, and this chapter will become more and more relevant to use when we actually begin working with students. We have to be prepared to have many different levels of discussion, check in with questions, optimize technology, and teach 21st-century skills. Studying this now will help us manage PBL units in the future.
Teacher to teacher: Teachers discuss not only to plan the project but also during their implementation as well. Teachers will discuss routine things such as who will lead which activity and other things such as formative assessment. These discussions also don't have to be face-to-face; they can be via a project blog, wiki, etc.
Student to student: Students need to be talking as they work together on project needs, of course, but they also need to be discussing what they are learning and discovering. This helps them learn both the material and communication skills. Teachers can join student to student discussions and should be listening to them as a bystander, but teachers have to be careful not to take over the conversation.
Teacher to student: This is the most common level in a traditional classroom but less in a PBL classroom. This level is usually used for class-wide announcements when a project management tool such as a project Web site is not being used for them.
2. Discussion on the questions for “checking in” on students during a project.
Questions for "checking in" should be higher order questions that get students to analyze, compare, evaluate, and elaborate. These types of questions should encourage students to look even deeper in their topic. Also, give the students time to give an answer - the longer the teacher is willing to wait, the more engaged the students become and the more quality work they provide.
Beyond just a general discussion on questions, the teacher should "check in" with procedural, teamwork, understanding, and self-assessment questions. All of these questions keep the students on task, help them with work management, and encourage them to think further about their project.
3. Discussion on the benefits to students when optimizing the use of technology.
The benefits to students when optimizing the use of technology are many. For one, technology can help students reach learning goals, or it can misdirect them on "side trips" if not optimized. Technology can also help them keep organized and manage time/work better and help them "expand their horizons" and connect them to people outside of the classroom relate to the project idea. For technology to be optimized, it must be accessible by the students.
4. Discussion on the 21st-century skills that can make or break a project.
21st-century skills that can make or break a project include knowing how to troubleshoot, overcome challenges, and managing conflict. Troubleshooting and overcoming challenges is key to PBL; without these skills, students will not be able to work on their problems because the point of PBL is to teach them to find solutions to problems. Conflict is also natural in any team and must be dealt with maturely and responsibly, as no team will be able to get anything done if they're always tied up in arguing and fighting. Managing conflict also relates to intercultural differences when working with students from different cultures, which is a skill they must develop for PBL to be successful.
5. Discussion on how concepts in this chapter relate to your topic/project.
We are currently practicing teacher-to-teacher discussion and collaborating together to create a PBL project, and this chapter will become more and more relevant to use when we actually begin working with students. We have to be prepared to have many different levels of discussion, check in with questions, optimize technology, and teach 21st-century skills. Studying this now will help us manage PBL units in the future.
Thursday, March 13, 2014
Reading Reflection 7
1. Classroom discussions are important in order for the classroom to be productive in its learning. There are different levels of discussion in classrooms. The first is Teacher to Teacher. This level includes teachers working together and taking opportunities to collaborate with other teachers. This is a good way to plan ideas for the classroom by discussing with another teacher and brainstorm for the upcoming days. The next level is Student to Student which includes students talking about their different learning experiences. This promotes teamwork and good communication skills, which are important for students to learn. The last level of classroom discussions is Teacher to Student. Teacher to Student is when the teacher promotes whole group discussion with the students. It's important to stay away from the lecture format when dealing with Project Based Learning.
2. When a project is assigned, students will go different directions with the project, especially in PBL. So it is important to check in with students to see how the project is going. Parts of checking in include seeing if the student is staying on schedule and using good time management skills, team members getting along, checking for understanding, and finding out what students think of the project. Checking in is an essential part to project progress.
3. When optimizing the use of technology for a project, it may be a good idea to check with your students and see what technology they prefer to use. This will keep students interested in the project if they are using technology they know and love--which is a huge benefit for projects. The technology chosen should help students reach their learning goals, keep them organized, expand their horizons, and gain new insights for communication.
4. Managing conflict is essential for a project. Students should be able to manage their own team conflicts, and this skill will be important to know and use in their futures. A way to avoid conflict is for team members to agree on their responsibilities and consequences. This way students know what they are accountable for. To make sure conflict is being managed, the teacher should include a feedback rubric to score the other members of the team to make sure everyone is doing their part.
5. The content in this chapter is relatable to our project because it helps with avoiding conflict among students and checking their progress. It's important to see how a student is doing with a project before they turn in the final product, and this chapter gave instruction on how to check in with our students. It also helped with learning how to work collaboratively and discuss in different ways.
2. When a project is assigned, students will go different directions with the project, especially in PBL. So it is important to check in with students to see how the project is going. Parts of checking in include seeing if the student is staying on schedule and using good time management skills, team members getting along, checking for understanding, and finding out what students think of the project. Checking in is an essential part to project progress.
3. When optimizing the use of technology for a project, it may be a good idea to check with your students and see what technology they prefer to use. This will keep students interested in the project if they are using technology they know and love--which is a huge benefit for projects. The technology chosen should help students reach their learning goals, keep them organized, expand their horizons, and gain new insights for communication.
4. Managing conflict is essential for a project. Students should be able to manage their own team conflicts, and this skill will be important to know and use in their futures. A way to avoid conflict is for team members to agree on their responsibilities and consequences. This way students know what they are accountable for. To make sure conflict is being managed, the teacher should include a feedback rubric to score the other members of the team to make sure everyone is doing their part.
5. The content in this chapter is relatable to our project because it helps with avoiding conflict among students and checking their progress. It's important to see how a student is doing with a project before they turn in the final product, and this chapter gave instruction on how to check in with our students. It also helped with learning how to work collaboratively and discuss in different ways.
Lesson Plan 2 Topics
Sarah and Arika-
Just a reminder that I plan on having students record their different fitness activities throughout the week and putting them in a bar graph on Excel.
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