Reading Response on Chapter 3

The concepts in this chapter are definitely relatable to our project because it will give us the framework for our projects, and particularly our PBL unit. Good teachers will need to use the student's frame of reference, interests, and experiences in addition to formatting the lesson to cater to your students' learning needs. In considering 'the Big Idea' for a project teachers should first identify the overarching concepts and processes you want students to understand and to reflect on why these concepts are important for students to learn. This will inspire both students and teachers to think about if and how they can be applied to real life situations and how relevant they are to these situations. Just like how Robert Griffin did with his students. Students can benefit from lessons like these that demonstrate the inter-disciplinary nature of a project. A great portion of this chapter also identified how to use the big ideas to help develop student's 21-st century skills. These skills include analyzing, evaluating, and creating. The objectives are covered in Bloom's Taxonomy of Educational guideline and are used to ensure rigor in the classroom. Some of the thinking that evolves from well-designed projects causes students to stretch their thiking in ways traditional learnig activities cannot. Technologuical immersion is one example of this. The 21st century literacies involved in this methods of learning include the Netsis which are the standards usedto guide learning i the 21st century and also to address digital literacies. Additionally with projects there are certain learning functions that are expected to come as a result of them. These can also provide a model for teachers to curve certain learning dispositions. These are the essential learning functions include ubiquity, deep learning, making things visible and discussale, research, collaboration, expressing ourselves, sharing ideas, building community, project management, and reflection and iteration.