1.
Students can evaluate their own strengths in a
project- based assignment with technology by using blogs, surveys, or even
keeping a journal on the computer about it.
They should do these evaluations before and after a project and be able
to look back on them throughout the year.
These evaluations should focus on the learning dispositions the teacher
expects them to learn during the project so that the student will become more
aware of the strategies they use during a project and the things they have
learned.
2.
To help prepare students for the project I like
the idea of the Know- wonder- learn activity because this takes their background
knowledge about the subject and lets them get some topics and questions ready
for the project. The discrepant events
was a cool idea as well because it uses a demonstration to get the students
interested and then applies a new concept that students can be interested to
learn why something occurred that was different before.
3.
Teaching fundamentals first is key because if
the students have little background knowledge on the project that they are
starting, they may not know where to start in their research or even what
exactly they are trying to learn.
Another part of the fundamentals is to allow for inquiry to happen to
allow students to have a list of things they are interested in learning about
the big idea of the project. The teacher
should also have an assessment rubric so the students know what they need to find
and the format the teacher wants it in.
4.
The teacher should first evaluate what
technology they and their students already know. Then they should consider how the class may
use technology to help them learn and organize research. When setting up the teams, the teacher should
keep in mind the students who have more experience with the programs involved so
they can help other people in their group.
Each group should have a project management tool to track progress. If there is a problem the teacher or
technology supervisor at the school can always demonstrate or help out with new
or confusing technology.
5.
To promote inquiry and deep learning a teacher
should think of all the concepts used in the project and in what ways can they
use them in the project. The teacher
could pose an introductory question to the students to get them thinking about
the project and discuss the possible answer in class. The students should envision what experts or
practitioners might ask. The teacher
should ask more open ended questions to provoke thought from the students
instead of getting answers straight off a website.
6.
This chapter is very helpful to our project
because it talks about the different ways to keep students interested in the
project and make sure they are using all of the tools that are available to
them such as technology and promoting the higher quality thinking strategies. They will learn to make connections to what
they are reading with the open ended questions because they can take their
background knowledge, opinions, and the information they just learned and use
it to come to a conclusion on the subject matter.
I agree that students should evaluate their strengths periodically using tools such as blogs, surveys, and journals. I think that teachers should have students do this to help them become more self-aware and be better able to self-improve. I also like the KWL activity and discrepant events activity to gauge children's knowledge and get them interested in the subject. It's important to do a starting activity or interest gainer before the project in order to get them ready to take ownership of it.
ReplyDeleteI agree with your point that teachers should first evaluate the technology before the students do. This is important so they can find any faults with the technology before the students use it. I like how you mentioned this chapter was related to our project because it introduces different ways to keep students interested in the project, which can be difficult to do at times!
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