Reading Reflection 3:
When looking for the big ideas for a project, make sure to review the curriculum and standards so you have a clear direction. After you have done this, find a way to make it relate to your students by giving real world contexts for the material.
While planning the projects, keep in mind the skills that the students need to develop in the digital age. By using Bloom's Taxonomy of Educational Objectives, we are able to get students to use these skills such as analyzing, evaluating, creating, etc.
The definitions of digital-age skills and literacies mean more than the simple ability to read and write and hence the focus is being shifted towards the behaviors of accomplished people in the 21st century. Teaching students the processes that go along with literacy is always important, but doing so digitally helps this generation learn it in a way that relates more to them.
The essential learning functions enable students with the help of tools to interact, collaborate, interpret raw data, sift through information easier, get responses from team members or other students, and encourage thoughtful reflection.
When planning to develop a conceptual framework for a project, it is important to keep in mind the concepts you want to teach throughout the year. Make sure to list key concepts for each subject
This chapter helped to give ideas on how to get started with developing our project. I need to remember to keep in mind the goal for the lesson and design a project that is constantly aiming for that goal. While remembering that our students are from a different generation, we can design our lessons to fit their needs of a more project and technology based learning.
Reading Reflection 4:
One of the potential pitfalls that stood out is the problem of having a lot going on and being very lengthy reduces the learning potential. Another pitfall is the inability of the assessment to feel authentic by not measuring the quality of the work accordingly.
A few features that make a project really good are - the possibility of the project having different learning paths, being realistic, being a collective effort, having a practical feel rather than all theory, and well structured so that students learn with team members and other students.
Project ideas are everywhere. It could come from student interests/questions, new stories, tried and true projects, projects done by other teachers, and relevant issues.
Designing a project involves several considerations to be taken into account. By revisiting a conceptual framework previously established, it would give the opportunity to decide on which skills are to be addressed, and to identify learning dispositions. Establishing evidence of understanding teaches students to gain the ability to show what they have learned and emphasizes on the reflection part of the project. Last two are capturing the students attention and striving for an optimal ambiguity.
The concepts learned in this chapter relate to our project because we will be needing to design a project for our topic. It is nice to know where our areas of struggle will be, as well as what is considered to be a good project and how to obtain that. Getting started is often the hardest part, so being able to get ideas on how to start is very valuable information.
Chapter 3:
ReplyDeleteTessa,
I like how you mentioned what one needs to capture the "Big Idea" but wen even further to explain how this will help you have a clear direction when presenting the topics to the students. I also like how when you discussed digital-age skills you mentioned how this recent shift benefits the students. Your final thoughts on how this helped you with your lesson were great, because I know we all sometimes forget to bring our lesson back to the goal.
Chapter 4:
Tessa,
I too mentioned how the time it takes to execute these lessons is a pitfall, and I feel us both mentioning it just how difficult the time aspect of lessons such as these can be.
In the end when you mentioned how starting is the hardest part is completely true, having the tools and materials for the lesson is one thing. But then we have to figure out how to bring it all together in a way to help the students better connect with it can be extremely difficult.
Chapter three:
ReplyDeleteI liked that you were able to connect the chapter to our project in this class. We need to be able to envision a goal that we are able to reach and keep it mindful while working on it. I also liked that you were able to see the importance of teaching literacy with technology. It is important for us to be able to always adapt to best teach our students.
Chapter four:
I also liked the part that you wrote about from chapter four, "A few features that make a project really good are - the possibility of the project having different learning paths, being realistic, being a collective effort, having a practical feel rather than all theory, and well structured so that students learn with team members and other students." I think that all these characteristics can help create great projects. This enables our students to learn best when creating their projects
Chapter 3: I like how you said that you need to keep in mind the goal for the lesson and to design a project that is constantly aiming for that goal. This is really important and easy to steer away from when planning.
ReplyDeleteChapter 4:
ReplyDeleteI like that you mentioned that project ideas can come from anywhere. It is important to tie current issues and student inquiry into projects so that the students become more aware of the world around them and they are getting answers to things they are being asked. Great post!
Chapter 3:
ReplyDeleteI really like the way that you broke down your paragraphs and made it very clear and concise. I like when you said "When planning to develop a conceptual framework for a project, it is important to keep in mind the concepts you want to teach throughout the year. Make sure to list key concepts for each subject" It is really important to keep going back to your framework for reference.
Chapter 4:
ReplyDeleteYou did a great job relating back to how this information that you read can be tied into actual work in the classroom with your students. I feel it is important for us as future teachers to think about real life situations we may face in the future.