Reader Response #7

      This chapter focused on methods to keep the project running smoothly. The levels of classroom discussion were among the first topics covered in this chapter. We learned that the levels of classroom discussions include: teacher to teacher, student to student, and teacher to student. Each of these comprises different questions and a different aim. The teacher to teacher discussion implements the effort that went into those long hours of project planning and is a feature of the professional learning community. Teacher to teacher discussion focuses on everything from procedural questions to formal assessments question. This level of classroom discussion is helpful to teachers as they use each other as resources, collaborate, and ultimately diminish teacher isolation.
     
      In student to student discussion the conversation should be focused on the experiment and their learn experiences as they unfold. Giving students time to talk to their peers will improve their communication skills which is major component of teamwork and ultimately it will keep their team organized and on track. In teacher to student discussions in a project based learning classroom the tables are turned as the teacher’s roles changes from the sage on the stage to the guide on the side. This is a crucial to the project based classroom where learning is student-led and inquiry-based. The teacher’s job is to “check-in” on students, circulate, observe and ask probing questions that will engage learners further.

   

    Questions for checking in with students include preocedural questions. These are questions that track progress towards milestones and deadlines within the project. Other questions include teamwork, understanding and self-assessment. Teamwork monitors the effectiveness and progress made by the group. Understanding questions are those probing questions teachers can use a tool to measure students understanding and to keep them focused at the same time. The self-assessment questions are used to find out what students are thinking about the project and are used to encourage reflection and self-assessment. This chapter also highlighted a few of the many benefits to students when technology is used. As mentioned in the ‘Project Launch’ chapter, we are introduced to ideas about methods to teach students how to use the various technologies chosen for the project. In this chapter we learn that when technology is properly used and optimized for the benefit of the project, it will provide students the additional tools to communicate and expand their horizons by connecting them to outside resources, students can access their workplace from anywhere at any time, it can assist students with learning goals  and can be used as a tool to help them organize their research.

     Trouble-shooting and teamwork are the two 21^st century skills that will make or break a project. Trouble shooting will distinguish the effective project managers and will also demonstrate to students that real-world projects come with real-world problems. Trouble-shooting will help students learn from obstacles and will adjust their strategies for the next go-round. Teamwork goes hand in hand with  troubleshooting. In teamwork student work together to manage conflicts. If you detect trouble, help students learn to manage their team conflicts, it’s a real-life skill that will serve them for years to come.This chapter was helpful in helping us to develop techniques for keeping the project moving. This same principle could be used in our project as well. We are creating a PBL unit but In a way, we are also the students working in a PBL unit together. So we use both the teacher-to-discussion and student-to-student discussion as we figure out what works best for students and we try them out ourselves.