Reading Reflection 4

1. Discuss the potential pitfalls in project design.

• Long on activity, short on learning outcomes: If the project's outcome is solely information that they could read or find in a book then the activity was a waste of time because of how long it takes.
• Technology layered over traditional practice: Good projects focus on reaching real life learning strategies, not just using electronics to show what you learned using electronics.
• Trivial thematic units: Thematic teaching is not necessarily project based learning but have the potential to to be trivial if the theme can unify a year's worth of projects and teach the real life learning strategies.
• Overly scripted with many, many steps: If the instructions are overly scripted then they leave no room for real learning to take place, they are simply following step by step instructions.

2. Discuss the features of a good project.
The best projects:

• are loosely designed with the possibility of different learning paths
• are generative, causing students to construct meaning
• center on a driving question or are otherwise structured for inquiry
• capture student interest through complex and compelling real-life or simulated experiences
• are realistic, and therefore cross multiple disciplines
• reach beyond school to involve others
• tap rich data to primary sources
• are structured so students learn with and from each other
• have students working as inquiring experts might
• get at 21st-century skills and literacies, including communication, project management, and technology use
• get at important learning dispositions, including persistence, risk-taking, confidence, resilience, self-reflection, and cooperation
• have students learn by doing

3. Discuss where project ideas come from.
Good projects can come from anyone and a successful project can be the beginning of a new project. Ideas can come from project plans developed by and for other teachers, news stories, contemporary issues, student questions or interests, a classroom irritant put to educational use, or a "mashup" of a great idea and a new tool. Technology helps by connecting us to view and explore other projects to improve our own.

4. Discuss the steps to design a project
First you'll want to revisit the framework. Make a list of learning objectives and dispositions you want to foster and accomplish. You also will want to decide on the 21st century skills you'll want to address. Next you'll want to establish what you you believe the students will know and what different things they will be able to do once they have learned. Then you'll want to plan the theme or challenge. Imagine what life connections students will get out of the project and how real life people would address the topic you've chosen. Finally you'll plan on how to get the students interested in the project you have. You'll want to edit and revise the material a few times before you create a sketch to get an idea of what your project will look like.

5. Discussion on how concepts in this chapter relate to your topic/project.
With a theme like healthy living, there is a wide range of project ideas that teachers can use. The concept map we made is proof of that. Making a good project will help students get more out of the lesson.