Final Concept Map

Reading Reflection #11

As a result of using Project-based learning approach, students take learning as well as teaching into their own hands.  This is a very beneficial lifelong lesson that continues to develop even after the project is complete.  A student’s project can be “brought home” when students learn leadership, teamwork, and cooperation throughout their project and because the project is designed, created and presented by them they will complete the project with a sense of pride, achievement and ownership.  Not only is Project-based learning beneficial for students, but for teachers and faculty as well.  The teachers are able to review students’ projects and take a new look into the minds of students.  They are then able to network with other faculty and share inspiration and good, as well as not so good, ideas with others.  Concepts in this chapter relate to our teams topic/project by emphasizing the importance of taking pride in the completed project.  Once the project is completed, our team has developed knowledge about teamwork, dedication and what it takes to help make a project beneficial.  Our teammates will use this knowledge throughout their lives to all projects that they may become involved in. 

Reading Reflection #11

1. Using the Project-Based Learning approach means that there is no "dead end" after a project is completed. Students should feel accomplished--like they finished a journey--after their project is complete. With PBL, projects open new doors and ideas for students. PBL isn't only beneficial for the students, but for the teacher as well. With the PBL approach, teachers are able to link projects together which makes for easier lesson planning. The PBL approach focuses on the experience, learning, and reflection.

2. To bring a project home, there are many things that must take place. First, there should be a final reflection after the project. As mentioned in previous chapters, reflection is essential in a project because it allows students (and the teacher!) to bask in the glory of all their hard work. It allows them to critique their work and focus on their strengths. Critique is another part of bringing a project home. This is an opportunity to pick out the best ideas from the project and incorporate them in the next one. Next, it's important to share insights with other teachers and colleagues. This can also be an opportunity to practice using technology to share ideas from the project (ex. blogs, social media, etc.). The most important part about bringing a project home is to make sure you enjoyed the journey.

3. This chapter relates to our project because as a team we will have to collaborate on how to bring the project home. We will take our strengths and put them toward our next project, and we will eliminate parts of the project that didn't work out as well. We will take time to reflect on how the project went and we will enjoy the journey and accomplishments along the way.

Sarah Hughey's Reading Reflection #11

1. Description of what occurs as a result of using the Project-based learning approach.

At the end of a successful PBL unit, the class as a whole will feel like they have gone on a "journey" and have created many memories, projects, and ideas together as a result of it.  A PBL unit should lead to more paths to more projects that can be done, which helps the teacher plan for future units.  The way the students have been engaged all throughout a PBL unit also changes their thinking outside of the classroom - they take the thought processes they've gained and apply them to life itself, and teachers such as Vicki Davis notice a remarkable improvement in maturity and confidence in their students.  It also brings the teacher closer to her/his colleagues.

2. Discussion on ways to “bring your project home”.

There are many things a teacher can do to "bring the project home".  Capitalizing on the investment that the teacher made in the PBL unit by capitalizing on all of the things mentioned above is one way.  Critiquing the work into the project design, implementation, and reflection stages with the colleagues and sharing insights with others (either with teachers and others within the school or outside the school, which can also build onto the tradition and identity of the school), being a resource for others trying to implement the PBL-based teaching method, entering a contest to gain exposure for both the teacher and the students and to receive more feedback, and simply enjoying the PBL experience are all other ways to "bring the project home".

3. Discussion on how concepts in this chapter relate to your topic/project.

 These relate to our project because all of this would have happened if we successfully implemented our PBL project in an actual classroom.  The occurrences listed above would hopefully occur, and we could capitalize on them by "bring the project home" with the steps listed above as well.  This chapter showed us how to continue benefiting from the project even when it ends.

Reading Reflection #10

1. Setting aside time for reflection is extremely important in project. Reflection allows students to feel good and accomplished about the project they just completed--it is very healthy for students' learning and helps learning stick. Reflection lets students create their own meaning of different concepts, which is why the learning sticks. Without reflection students might now think about important concepts they learned throughout the project.

2. Students need to reflect and elaborate because it will help them become more accomplished project-doers. Elaborating and reflecting help students with their cognitive thinking and allows them to think about the project in a different light. Elaboration makes the project meaningful to students and makes for more ambitious projects.

3. Building a tradition within the classroom is a really neat concept to promote great project work. Starting a tradition will ignite excitement within the younger students and it will have them prepared for learning and great projects. When the community and parents notice the students' accomplishments from the projects, they will be able to give you support as a teacher.

4. Having celebrations for students after they complete a project, whether it be big or small, is extremely important for their confidence as learners. We as teachers need to make our students feel important, like they just completed the most extraordinary project. Students deserve a celebration! It also allows them to reflect on their project one last time and showcase their project. It also gives us as teachers an opportunity to acknowledge and appreciate their hard work.

5. The concepts from this chapter relate to our project in many ways. Using this project can help us build a tradition for our classroom. We should also make sure to include a time to reflect and elaborate on the project so we can make sure our students are getting the most learning from the project.

Sarah Hughey's Reading Reflection #10

1. Discussion on the importance of setting aside time for reflection.

Reflection can help students feel good about what they accomplished and develop confidence, but it can also reinforce what they have learned.  Reflection helps students "create their own meaning" and further interpret what they have learned along with how they grew and what they want to continue studying.  Reflection time can also be used to help students find learning fun and positive.

2. Discussion on the reason students need to reflect and elaborate.

The reasons students need to reflect are mentioned above - these help cement in what they learned, feel good about their experience, develop confidence, see how they grew and what they want to learn next, and find learning fun.  Elaborating on what they want to learn next and how they want to go about it helps the teacher see how to facilitate the next project and utilize their learning wants in the lesson plans, and it also helps students get excited and prepared for the work that is coming.

3. Discussion on how schools build tradition and identity.

One part of building tradition and identity is to create awareness about what the tradition/identity is in the students, families, and communities.  Once they know what the school is about, the foundation for a tradition and identity is set.  Word of mouth, especially between siblings, helps this identity and tradition and creates support and excitement.  For example, younger siblings will be so excited to do the projects they hear their older siblings talking about.  As this support and excitement grows, the community will then want to get involved by both celebrating and viewing the student work but also helping with the lessons themselves.  All of this develops pride and a sense of privilege among the students for being in that school.

4. Discussion on the importance celebrating a project.

Celebrating student work and projects is important, as it also celebrates learning and helps build the tradition and identity discussed above.  Displaying student work and a end of the year event where all of the projects created are shown and remembered can be a great way to celebrate all that was accomplished and create memories.  Doing this every year in all grades is motivating and rewarding for the children for their work.

5. Discussion on how concepts in this chapter relate to your topic/project.

These relate to our project because we need to create time and room to celebrate student work, and all throughout this class we have studied how we need the community and school support for PBL-based learning and teaching.  Developing traditions, identities, and celebrations rooted in PBL will make it easier to use this type of teaching method and use our project in a real life classroom.  We also need to make sure students have time to reflect after they do projects such as the one we are making.