Chapter 7 discusses "keeping a project moving" in a
variety of aspects. To begin, there are three levels of a classroom
discussion. The first level-teacher to teacher, talks about how teachers
need to make it a priority to meeting with each other, ask each other
questions, concerns, ideas, strengths and weakness of project thus far and
changes they would like to make. I agree with this highly because it is
important to keep each other up to date and solve issues as soon as they occur.
The second level is student to student, which allows students to learn to
work in groups, stare their thoughts with their peers and learn how to listen
to one another's ideas. Students working with each other is a crucial
skill that they need to have in their future. The third level is teacher
to student, this is idea for practicing your own listening skills and working
in small groups to get a better feeling and understanding of your students
work.
"checking in" refers to four main topics- procedural,
teamwork, understanding and self-assessment. Each of these are equally
important and cause children to succeed if done correctly. Procedural
deals with making sure that everything is going smoothly and on-time, and if the
overall "check-list" of the project is being completed. Next is
the teamwork, this "check-in" makes sure that everyone in the group
is working well with each other, listening to each other and making sure to ask
for help when need be. The third is understanding, which involves "spying"
as I like to say on your students. This means that you are making sure
that your students are on-task, listening to their conversations and
ideas. The final "check-in" is self-assessment, encourage your
students to reflect on their effort(s) throughout the project, what they could
have done differently and what they would do next time.
The benefits that
students have when the optimize technology is that your students can gain new
insight into how to communicate with culturally diverse audiences this is done
using podcast. Also, students can learn new
skills, able to be flexible with new ideas and are able to listen to their
peers ideas more effectively.
There are several
21st skills that can make or break a project. Questions for inquiry allow students to
challenge themselves by giving them the responsibility of the expert. Students
need to be confident in what they are explaining to their peers and able to ask
specific questions to the given subject. If students do not fully understand something
or are unable to prove their ideas, they will be unable to convince their peers
or use the technology correctly. Also, troubleshooting is another 21st
skill. This shows students that problems/conflicts
happen when working on a project and it is your job to fix it and be
successful. If a student does not know
to be an effective project manager, they will have many issues while using technology or when conflicts arise.
Lastly, managing conflict is very important. When students learn to work together, they
are able to be successful and learn from one another. However, if their are bad group dynamics, an
entire project could fall apart simply because members of the group could not get
along.
This chapter
relates to my project in various ways. I
liked the example of the “check in” because it reminded me that I cannot forget
the small details, such as being the “spy” when children are working in their
groups and encouraging students to talk with one another and think by
themselves what they would do differently next project.
I agree that this chapter does relate to our project in many ways, especially the example of checking in. "checking in" refers to four main topics- procedural, teamwork, understanding and self-assessment each of these are equally important and cause children to succeed if done correctly. I really like the idea of being a "spy" to make sure everything is going right.
ReplyDeleteMy favorite aspect of this chapter was the "teacher to teacher" classroom discussion. I feel that it takes a lot for people in general to go to others to receive corrective criticism. I know, for me personally, that I have a hard time with peer review with papers and such- which I know is somewhat different- but the point of peer review is to make it the best. In this instance, by getting peer review from other teachers, the students are benefitting from the consultation because the lessons are becoming better than they would have been. By getting other teachers opinions, concerns, and comments, we are able to see points we never would have thought about which may hold important value that could have been overseen.
ReplyDelete