Reading Reflection #5

When starting a project with students, numerous items should be considered in order to have a successful outcome. Teachers should look to see what materials they already have and also what ones are available from the school. If there are any tools or materials that the students are unfamiliar with, the teacher should plan an introduction for the students to become more familiar before starting the project. People who can help with the project should also be considered. Just like in the video we watched in class, where local farmers helped in the project, the experts should be available for the students to contact. Another major factor to consider is how the team will be divided up with responsibilities. It is important to keep in mind that students will be most engaged in skills that they are most interested in.

Within the project, there are management needs that both the teacher and student require. When it comes to the teacher's role in the project, they need to make sure they have tools for communicating with students and others about the project, as well as for making milestones and events visible and for notifying students when changes occur. There should be methods set up for getting resources to students in an efficient way. When managing work products, specific systems also need to be constructed for maximum success. In general, the teacher needs structures that support a productive learning environment where students are engaged in a variety of learning tasks. Aside from the teachers needs, the students also have management needs when working on the project. Just like the teacher, they need systems and tools, to help them manage their time and flow of work. They will also ensure that students manage materials and control work drafts. These tools should include ones that promote collaboration, and the methods should be effective in seeking assistance. Another crucial need is that students have a way to get and use feedback on their work, through self-reflection, team input, and teacher advice. They should work in ways that help them to see how parts add up to the whole.

There are many technology applications that can be considered to use for projects. Most of them I have heard of or used before, so it was interesting to gain more knowledge about each application. The first one the book talked about was a wiki, which would be good to use in a project to communicate with the entire class. A blog was also discussed, which could be used by students to reflect upon their progress of the project or even to post suggestions. In general, these technology applications allow for collaboration with the class to further communication with each other and give feedback throughout the project.

The concepts in this chapter relate to my project because not only does it bring up concepts to consider that may tend to get ignored or forgotten, but also they give technology resources to use in our own project, such as a group blog. Students in our Kitchen in the Classroom project could keep a blog to share feedback on progress and also suggest ideas. This way, they can have a continual conversation even when they aren't in school. Overall, this chapter suggested a lot of important ideas to think about before and during our project.