Chapter 11 Reflection

Chapter eleven was the final chapter in our Reinventing Project-Based Learning book.  This chapter focused on bringing it home. Something this chapter discussed was what occurs as a result of using the Project-based learning approach.  There are many things that come from using this approach but some of the things listed in the chapter were the concept and idea that comes from the project is coming to an end but with this thought it is not really ending but instead it is opening up the doors and minds for new ideas and projects to stem from. Another thing was reflection, which as we see once again is an important part in project based learning because at the end of a project if a reflection is used then it is easier for the teacher to assess things like what went well, what didn’t go well, what should stay the same if implemented again, what would be done differently, did students perform the goals and objectives, and all of those questions plus many more help to guide this reflection. It is also important for the students to do a reflection. Ways to bring home our project was also discussed and with this brining it all together and making those key connections is important and is part of this.  Using collaboration can connect things to learning, it is important to have with colleges because if you collaborate what worked with your project and gave feedback and reflection to them then they are more likely to use your project and can also help you to make it even better as they can offer feedback and reflection from their perspective. This collaboration could even turn in to a topic of discussion at a professional development meeting which is actually a great time to discuss things like this as it might be the thing needed to connect and pull in all the students in a classroom. I really liked how project based learning is giving students a chance to learn in their own way and it is a lot more tailored to the individual student and it is giving them great experience and practice with problem solving skills and with real like situations. This concept relates to my groups project because we use reflection at the end of the project to see what worked and what didn’t and to see what we can do to make it even better. We also use a lot of collaboration as we have found that to be very important with teaching and with project based learning. It is important to mix things up and by using project based learning it does just that. I have enjoyed reading this book and I feel as though it helped me a lot to understand project based learning. 

Reading Reflection Eleven- Chapter 11

I like what this chapter says about the end of a project being an open door to new projects, instead of a dead end. In order to see this though, sometimes reflection is necessary. The reflection piece lets both the teacher and student step back and see how far they have come and what their project has meant. With all the work that went into the beginning and in implementing the project it is important to give that same dedication to the ending.

For teachers it is important to see what worked and what didn’t. Good projects can be used for many years with new students, but this is only possible by reflecting back and making the changes that are needed. Technology use is a big part, was it used appropriately and effectively? Reflecting on the students work is needed as well. Making sure students are really driving the project and staying engaged is an important component of project-based learning and the teacher needs to ensure they are doing their part to foster this.

Collaboration is a big part of project-based learning and it should not end with the project. The colleagues that have helped with the project should also be a part of the wrap up, included in the reflection. Sharing the work with others is also important. With all the work that went into it others are sure to appreciate it and learn from it. Overall, just take the time to step back and enjoy the whole process and the end result.

Reading Reflection Chapter Ten

Chapter ten is all about celebrating and reflecting. This chapter discussed the importance of setting aside time for reflection, which is important because it helps students to make connections and pull everything together. Students can reflect in a variety of ways from getting a grade, grading themselves through self-evaluations, answering questions, or verbally discussing what they learned, what they liked, and other basic questions. By having students answer and reflect, it not only helps the student but the teacher because they can see what worked well and what should be changed for the future. If time is not set aside then it might not happen. Students need to reflect and elaborate on the project because it can help them to gain more understanding and can clear up misconceptions they have but can also get them to a higher level of understanding. Asking students things like “what does this get you wondering about next? What do you want to learn now, and how do you want to go about it?” (Page 149) are great questions to ask. Something that also came from page 149 and stood out to me was “be sure to ask your learners where they want to go. Their answers might yield a more ambitious project that you would imagine”. I think that stands out and ties in to the rest of the book and to the concept of project-based learning because it gives them more control of what they are learning and the project they are completing. Schools build tradition and identity because the “school’s identities are tied to their traditions” (page 150).  Building traditions with in the school occur when things and projects become exemplary projects and because of what happens and goes well it stands out and becomes something that the school is possibly known for and because of that is something that is continued. The elementary school I went to had a school garden that my third grade class was the group to start and I have continued to help maintain that garden but it became a tradition because of how powerful of a teaching tool it is, every year the school and I work together to plan out what is going to be growing in it and then we connect it to what the students are learning in the classroom, for instance the kindergartners plant flowers because it connects to their learning and then students are able to see the growth and see what they planted and how it is growing and changing. It is a powerful thing and always fun to see the students enjoy it and the outcome as it changes from year to year. It took time to build the tradition but it is still occurring and because of it, I learned the importance of it and connecting it to what is being learned in the classroom. It is important to celebrate a project that students completed and worked so hard on because it shows them that what they are doing is important and has an outcome. In my case the garden the school started back when I was a third grader has the outcome of the students being able to eat the fresh food in class or during the summer and they get to see the plants as seeds and then as they grow. We celebrate the project and student work by taking what is grown in the garden and producing something for the students to enjoy showing them the importance of it. Students feel the importance of their work and the more it is displayed the more they get that feeling and with that feeling of importance is what also helps to build the tradition and to keep the project building from year to year. I found this chapter very interesting and easy to connect to our group project because we have reflections set into our lessons, and we celebrate the outcome because students get to show off their work and the healthy eating recipes they have created. This chapter was interesting and after reading it, I was able to make more connections to my learning and what I have been learning.  

Final Concept Map

This is the link for our final concept map.

Final Concept Map

Reading Reflection Ten- Chapter 10

I like that the book addressed reflecting on the project, and celebrating all that students have done. I definitely agree with what the book says about schools, and how they quickly move from one learning experience to another and students are rushed along. Giving students time to look back and see how far they have come is still an important piece of the learning process.

Having students reflect back can be a powerful experience for them. They can talk about what they learned instead of just getting a grade. Students can also look at their own performance and the skills they used through out the project. Hopefully they will have noticed growth in different skills. It is also a good chance to have students look at what they enjoyed about learning, and moments that really clicked for them. The teacher can also reflect back and make sure the initial learning objectives that the teacher selected were achieved.

Like anything else within project based learning, it is helpful to plan ahead. Planning reflection questions is just as important. You wouldn’t want to overwhelm students by asking too many questions, and the questions that are asked should be meaningful. The questions should also lead to a productive reflection, not just reflecting on components that don’t matter.

 A lot of projects may grow and lead to bigger things. This ties into what the chapter says about elaborating on what to do next, and creating tradition. Some projects can grow past the students that originally work on them and become a part of the school culture. When something becomes a tradition it is more meaningful for students, and there is no surprise of what is expected of them.

Celebrating student work is definitely important. Let them feel how important the work they are doing is, and display their work. Letting the students show off what they have done will create that excitement about learning, and lead to the tradition in school.

Reading Reflection Chapter Nine

Chapter nine was all about making assessment meaningful.  On page 139 I really liked and thought that the second paragraph on the page that starts off “active learning is a hallmark of good projects” this paragraph stood out to me because it grasps a lot of important things and puts it into one paragraph.  In order to make something meaningful including assessment it is important to understand what our students know because if we know where and what our students know then we are able to create a meaningful lesson that they will be more engaged in.  One way to understand and assess student’s prior knowledge is by using a KWL chart, this is something I have been taught to use and when I have used it it has been extremely helpful. Establishing anchors is an important part for a project because as it was discussed on page 140, “by establishing anchors, you gain a sense of where students are starting and how far they are going as the work to meet learning goals”.  Using a KWL chart again is a great way and easy way to do just that.  A good question I think teachers need to remember is “how will you measure the distance each student travels as a learner?” Some way they discussed in the chapter on how to assess what students have learned from the project is to use an online grading book, or even as simple as having students write about what they are learning and doing to see if they are making the connections they should be and if not then you as the teacher have a way to know what needs to be adjusted so that the student is reaching the goals. Overall connecting this chapter to what my group is doing for our class project, I can say that it relates in a few different ways but the one that stands out to me the most is standards and objectives because when we created objectives and rubrics for our lesson plans there was a lot we had to take into account.  Assessing students is another big point and connects to our project because with what all is being taught if students are not assessed before and after then it is hard to see student growth and it is hard for the teacher to know what their students also know.  This chapter was interesting to read and I am glad to be reading this book as it is filled with a lot of useful information that I am glad I am learning more about. 

Website Story Board

Website Story Board

Reading Reflection Nine- Chapter 9

I really like the concept of active learning, and fully incorporating students in assessments. A lot of the time when I was going through school it felt like teachers kept the final goal a secret, and we were just expected to do as told. Telling students ahead of time exactly what is expected of them, and why they are learning it is a powerful tool. Students will be more willing to learn and work if they know the purpose behind it. Being able to actually apply that knowledge is good as well. There is a point to the learning then, and students know its not just busy work.

The point that a multiple-choice test will not be a good assessment really sticks out to me. Its true that so much goes into these projects that there is no way student effort can be captured in a multiple choice format, even if it is easiest for the teacher. Multiple assessments that give a full picture of everything that go into a project is definitely the way to go.

Creating anchors is a good way to see where your students start, and in turn how far they go. Its also a good starting point for creating those final assessments. Grades along the way should also matter. If the teacher is making the work along the way really meaningful it will be easier to build to a final goal. The objectives will be clear, instead of having assignments that don’t seem to mean anything.

With technology there are many ways students can show what they have learned. Students can orally explain how far they have come with podcasts, or they can create something that sums up what they have learned. Teachers can even draw on experts and give students a real world assessment, having the experts look at student work and determine the strengths in it. Assessment is becoming the focus in education, but that does not mean it has to be standardized and meaningless to students.