reading reflection #8

1. Discussion on the teacher’s role in keeping the project moving.
2. Discussion on levels of classroom discussions.
3. Discussion on the type of questions needed in project-based learning.
4. Discussion on Expeditionary Learning (EL) and how it relates to project-based learning.
5. Discussion on what needs to be considered in order to maximize the potential of technology during a project.
6. Discussion on how concepts in this chapter relate to your topic/project.

The teacher's role in keeping the project moving is to be a person of support for the students on their learning journey. A teacher must be able to think on their feet when unexpected situations arise or when students veer from their learning goals. The levels of classroom discussions include teacher to teacher, student to student, and teacher to student. The types of questions needed in PBL are questions that allow for inquiry to occur. Questions should be higher-order and  reach new pieces of understanding. EL is a model of instruction that puts equal emphasis on rigorous academics, higher order thinking, and active citizenship. What needs to be considered in order to maximize the potential of technology during a project is introducing different technology and encouraging its use. As a teacher you must ask yourself if the technology is helping students reach their goals or if it is causing them to be side tracked. You must be sure that the technology is equitable, used to expand student horizons, and keeping students organized. Concepts from this chapter helped me realize when and when technology is not appropriate for PBL.