Chapter 4 reading reflections

When creating a project it is important for it to be purposeful and have meaning. Teachers need to make sure they do not fall into any of the common pitfalls. Pitfall number one is: “long on activity, short on learning outcomes.” A project should be meaningful and students should learn things from the project that they would not learn by reading a textbook. The outcome of the project should be aligned with the amount of time spent doing it. The project should be worth the student’s time, and the teachers. The next pitfall is “technology layered over traditional practice.” There is a different between using technology in the classroom, and a project with technology assisting in the learning. “Trivial thematic units” is the next pitfall. Thematic teaching is not always project-based learning. The work should be collaborative and interdisciplinary. The last pitfall this chapter mentions is “Over scripted with many, many steps.” If the project has too many steps it takes the critical decision making and thinking out of the project. There are many aspects of a good project. They are flexible and allow students to take control of their learning and to construct meaning to the project. They are collaborative and students learn from each other. Students get a hands-on experience that uses 21st century skills. It centers on a question and allows students to discover their own answers. Ideas for great projects come from a variety of places. It could be a project the teacher or teacher’s designs for their students. It could be a project plan that is developed by another teacher. Inspiration can be found in contemporary issues, student’s questions or their interests. It could be because of classroom irritants or because of new stories. There are four main steps of designing a project. Step one of designing a project is revisit the framework. A final list of the learning objectives should be made and the specific 21-century skill that should be addressed needs to be determined. Step two is to establish evidence of understanding. Think about what tools you will use to evaluate. Step three is to plan the “vehicle” (the theme/challenge.) What real- world connections can be made? Step four is to plan entrée into the project experiences. How will you get your students excited at the beginning of the project? This chapter addresses many things that will help us develop and effective project on preserving food. It will help us avoid falling into the common pitfalls. It also provides a basic outline for developing a project.