Chapter 5 Reading Response: Ryeasha

   In chapters 1-4, readers are introduced to new methods of teaching that involve technological tools, how to create professional learning communities, establishling a framework of reference for our project, and ideas about our project design. In chapter 5, we use the skills we've collected thus far and learn how to manage them and our collective efforts to make the most of the project and more importantly, the learning experience. In this chapter, we learned that the first things to consider before starting the project is to begin thinking about the resources you will need for the project, to plan strategies for the execution of your project to support effective time management, teaming and assessment. By taking care of these in advance it ensure the functionality of the project once it's launched and thatyou are ready to make the best use of instructional time once the project is underway. This same idea can be applied to any project of any concentration. Planning ahead organizes your project. While it may take time to organize the project, it also saves you time when your project is underway and will ultimately give your project a better chance at being a success because it's been so carefully planned.
     Before gathering resources, teacher should check to see what they have in their inventory. This can save money and help them stick to their budget. Gathering resources also requires a level of resourcefulness. Teachers can use many other avenues of acquiring resources for projects, such as sending out letters to parents, general supporters, and even community resources. While it may be admirable to dig into your own pockets for the sake of the students, it would be wiser to search for other sources of supplies and this is a great way to save money. In regards to teaming students, it's nice to allow students to work with who they want but in some situations it's better to mix students at different skill and learning levels so they can complement and add to each other's learning. This is especially important when carrying out a PBL unit. Students are going to do a lot of learning themselves so it's important that they are able to learn from and teach each other . Assessment can demonstrate to teachers what students know and how successful a project is, so it's important to select the best method for assessing students. The chapter listed formative assessment as the most effective method of assessing students. This method maximizes the opportunities to know what students are thinking and understanding. Technology can be used to support a range of assessment activities similar to the ones we have at the end of every lecture:)
   Teachers and students will have different project management needs and both parties needs should be met to warrant optimal results for both. For the teacher, they will need tools for commuicating with students and others about the project and tools for making milestones and events during the project visible, methods fo getting resources and systems for managing work products. For students, their needs include collaboration tools, systems that manage materials and time, methods for seeking assistance and ways to receive and use feedback while also being able to work iteratively and to see how parts add to the whole.The skills learned in this chapter have not only sharpened some of my 21st century skills but will be assistive in my PBL unit, as well. My group can use this chapter as we begin to manage our own projects as we keep in mind the components of our PBL. We can be certain to incorporate the management needs of teachers and students into our project and to make sure we have considered the strategies for teaming, time-management planning and assessment for student when creating our project and as we prepare ourselves to become teachers.