Reading reflection chapter 4

when it comes to potential pitfalls there are four outlined in the book. The first one is labeled as long on activity, short on learning outcomes.The book states that if the project is busy and long but only reaches lower order thinking skills that it's not worth your students time your project should be the correct size for what it means to accomplish. Therefore needs to use higher order thinking skills and questioning. The second potential pitfall is labeled technology layered over traditional practice.this is saying that you need to have good project that focus on reaching the most positive learning outcomes not necessarily just using technology. They need to be able to use technology also but needs to have a significant project-based behind it.The third learning potential pitfall is trivial thematic units.you need to realize that Thematic themed teaching is not always project-based learning. It can be trivial but it doesn't have to be. The last potential pitfall that the chapter goes over is called overly scripted with many, many steps. You want to make sure that you're not over prescriptive about your questions in the amount of steps you're having your students follow because it leads to limited and projected outcomes.

The book outlines a bunch of good qualities that project should have. Their loosely designed with the possibility of different learning paths. This way the students are able to find their own meaning with in the project and can take it different ways upon their wants and needs. A center on a driving question or are otherwise structured for inquiry. Inquiry-based learning the students discover it as their learning it. Project should be realistic and therefore across multiple disciplines. This goes along with having students learn by doing which is why inquiry-based learning it. Another one is Hessians working as inquiring experts might so all are along the lines of inquiry-based learning.

Good projects come from many different places. But they mostly come from a tried and true project with potential for more meaningful expressive  learning. Also inspiration for projects come from project plans developed by and for other teachers. Or new stories contemporary ideas student questions or interest which I find super important if you can base a project around what the students like then they will be more engaged. Also a mashup of great ideas and a new tool.

Now how do you design a perfect project. There are four steps identified in the book. The first one is revisit the framework you want to make a list of all the learning objectives and the disciplines. And then identifier learn just physicians that you want to faster as you can reflect on them. The second one is establish evidence of understanding. You got a figure out what the students will learn from it. The third  Step is plan the project femur challenge. Think about what the students might want to learn about how they might learn about it. In the fourth one is plan the project experience with things you might state of the students to get their attention and build excitement so that they will want to follow through with the project.

When it comes to our project I know we're going to need to be able to have the strategies for discovery for project based learning. We have to make sure that our project has a solid idea of how it can be a good project also we have to make sure that our project has some of the important features. And now that I know the steps on how to design a project I know which way to follow in order to make this project strong for the students