Reflection 8

1. Description of some ways to build connections and branch out beyond the classroom. • Using technology to have the students’ attention to explore the course topic. • Have the students to experience learning by technology. • Using the project based learning to have the students to explore and know more about the research topic. • Students need to be connected with experts by using some online conference or another tools. 2. Description of the EAST Initiative Model. The EAST is the Environmental and Spatial Technologies that use the technology for solving problems besides improving the students’ and the teachers’ performance. The purpose of EAST is: • Students are independent for their learning. • Having the students to solve the problems. • Using the technology as a supportive tools. • Students have to collaborate and accomplish the goal as a teamwork. 3. Discussion on some reasons to let students “lead” their projects. I believe that when the students have the opportunity to experience something new, they might be more responsible for their own problems. Moreover, students are able to describe and discover the knowledge, which engage them in the course and let them be creative. 4. Discussion on how concepts in this chapter relate to your topic/project. Having the students discover and experience being a leader is a most important part of the learning process. For example, as a graduate students, when my professor ask me to do more research in order to finish my project, I would be more excited to find all the answer for the my project driving question. Also, I will feel that I am the leader for my project, and I will be more responsible to accomplish my goal.

Chapter 8 Reflection: Building Connections & Branching Out

1. Description of some ways to build connections and branch out beyond the classroom.

• Digital tools can make it easy for students to share their work and exchange ideas with diverse audiences. This allows students to work with a real audience and make connections to others in the community. For example, they can even work with a class that may be across the hall from their classroom. 
• Explore more in depth to expand their learning. 
• Allow students to choose an interesting topic to ensure they will put more into their project rather than just what is expected. Let students create projects that allow them to become the experts. 
• Expand their learning circle, use connections with experts using blogs.

2. Description of the EAST initiative model.

• The Environmental and Spatial Technologies model was develop by Tim Stephenson. This model is used to demonstrate the benefit of using technology for a purpose and solve problems to make improvements in their communities. The model is essential for four reasons:
• Student driven learning - meaning students are responsible for their own learning.
• Authentic project-based learning - meaning that students should be engaged in solving real problems in their community.
• Technology as tools - meaning students need access to the relevant technologies that professionals use to solve real problems
• Collaboration - meaning students collaborate in teams to pursue authentic projects, they accomplish more than any one person can do in isolation. 

3. Discussion on some reason to let students "lead" their project.

• Allowing students to lead their project can be extremely beneficial in a students' learning. It allows students to do projects they're ultimately interested in. This also allows students with learning disabilities to display their project in a way that works for them. By allowing students to lead their project the teacher is giving students free range accommodations if needed to ensure they will be successful in their project. Students can take on their own learning while the teacher is there to support them. They learn to think as detectives, journalists, scientists, historians, ect. 

4. Discussion on how concepts in this chapter relate to your topic/project. 

• By allowing us to lead our own project in terms of creating our own lesson plans, activities, health fair. We also use our blog to build connections between our group and branch out when we create activities that would go beyond the classroom and into the community. 

Reflection Chapter 8, Building Connections and Branching Out, of Reinventing Project-Based Learning

Description of some ways to build connections and branch out beyond the classroom.

• let students choose an interesting topic
• allow students to make connections to self or to their communities
• introduce the students to an expert on the topic
• Make connections to real world problems
• have students explore more in depth to help learn more about topic

Description of the EAST Initiative Model

• Student Driven Learning: Students are accountable for their own projects and coming up with ideas.
• Authentic Project - Based Learning: Helps students connect to real world problems or activities. 
• Technology as Tools: The students should be able to use technology the same way others use in the real world.
• Collaboration: Students will work together to get the project done faster and be able to work out these real world problems together.

 EAST is a program that gets students thinking about real world issues and then has the students connect with technology to create ideas and projects to help solve the issues.

Discussion on some reasons to let students “lead” their projects.

• if students lead their projects it allows them to choose something they are passionate about. When they are really into a project they are leading then there is more of a chance for better learning!
• Also, students can work together on real world issues that they both feel strongly about to help work on collaboration within a group.

Discussion on how concepts in this chapter relate to your topic/project

• I feel that our group is talking about real world problems like health issues created from bad eating habits and not enough exercise. I feel that allowing the students to use technology to study these topics will get them interested in learning more!

Reading Reflection7

1. Description of the levels of classroom discussions. In implementing the project, the classroom discussions has several levels: • Techers to teachers. • Students to students. • Techers to students. 2. Discussion on the questions for “checking in” on students during a project. Teachers have to make sure that students understand all required materials of the project. In other words, teachers need to pay attention to the students’ performance and activity during the projects. There are some steps teachers should follow to check in the students’ performance during a project: • Procedural. • Team member. • Understanding the materials. • Self-assessment. 3. Discussion on the benefits to students when optimizing the use of technology. Technology is a big supportive to the students. In fact, technology can connect the teamwork together and help them to assess their work faster and safer. There are the benefits of using technology by the students: • Technology helps the students to reach their goal. • Technology helps the students to stay organized. • Technology helps the students to find more resources that support their project. • Technology helps the students to do research easy and fast. 4. Discussion on the 21st-century skills that can make or break a project. Teamwork is an important part in the learning process. In fact, while the students work in a team they become an affective part in the team. In fact, not all the students have the same ability of doing research or understand how the project work. By having the students work as team, they will help each other understand the materials and improve their performance. 5. Discussion on how concepts in this chapter relate to your topic/project. From this chapter I learn that I should pay attention to my students’ ability. Not all the students have the same way of understand the topic. I need to create a teamwork that help each other to understand the project and work side by side to finish it.

Chapter 7 Reflection: A Guiding Hand - Keeping a Project Moving

1. Description of the level of classroom discussions.

• Teacher to Teacher: these discussions touch on everything from procedural topics to formative assessment. If getting together face-to-face is an issue the use of an online based communication tool can be useful.
• Student to Student: these are used for students to talk among one another as learning experiences unfold. Using their communication skills play a roll in effective teamwork and organization. This also allows them to learn from each other and challenge one another. As the teacher it's important to listen to the student conversations rathe than lead them. Use constructive feedback if they need to be redirected. 
• Teacher to Student: by using online tools there may be less of a need to do house keeping in the class and rather spend more time circulating, observing, and talking to the small groups of students. This is great resource because it pushes students toward high-order thinking.

2. Discussion on the questions for "checking in" on students during a project.

• Procedural is used to track progress toward milestones and deadlines. 
• Team work aspect is used to circulate and ask questions to help you assess team dynamics in your students groups.
• Understanding by observing teams at work, listening to conversations, and probing questions. 
• Self-assessment is used to find out what students are thinking about the project, ask questions that encourage their reflection. 

3. Discussion on the benefits to students when optimizing the use of technology.

• By optimizing the use of technology students are able to gain new insights into how to communication with a culturally diverse audience. When it comes to students learning about the different technology that is being offered make sure you give them options to work with. Not every student will be successful with a particular program so give them options to ensure they will succeed in their assignments. 

4. Discussion on the 21st century skills that can make or break a project.

• Troubleshooting which distinguishes effective project managers. Help students understand that real-life projects come with real-world challenges. 
• Manage conflict - team work can be a huge make or break in a project. 

5. Discussion on how concepts in this chapter relate to your topic/project.

• Similar to this chapter our class is set up like those of teacher to student interaction and student to student interaction. We use this type of interactions and communications in person and via blog. We use ways of checking in to keep ourselves on track and communicate through our blog. 

Reflection Chapter 7- Keeping a Project Moving

1. Description of the levels of classroom discussions.
• Teacher to teacher - Teacher conversations help make sure that everything is in order to move on with a classroom project. If teachers are not able to meet or live far from each other, the use of a blog, wiki, or other collaborative tool can help teachers stay in touch.
• Student to student - Students using good communication between each other is very effective teamwork and helps keep them goal oriented and organized! Most importantly a teacher should make sure that students know how to give positive and effective feedback, and make sure the students have an opportunity to practice giving that feedback.
• Teacher to student - There are two different directions to take to make sure the students get the information they need to get their projects done. First, make sure the teacher gives whole-group instructions to introduce a new or complicated concept. Second, teachers can have small group discussions and use observation to see if certain groups need more direction to help!
2. Discussion on the questions for “checking in” on students during a project.
• Procedural - This helps to tract progress toward milestones and deadlines, remind students of the project calendar and monitor students' project logs and checklists.
• Teamwork - This is important to make sure that the group is working well together. A teacher may circulate and ask questions to make sure that the students are on tract and see the team dynamics of the group. To gain the trust of students and give them a safe place to communicate, using a anonymous poll of the day can give the teacher an idea of how well the groups are working together. Another thing teachers can try, if their is some students not participating as much as other students. this can be the perfect opportunity for the teacher to have an open dialogue about teamwork.
• Understanding - Teachers must really observe, listen, and create probe question to the groups to help see the progress in each group. Some groups may start to go off task or use faulty information. The teacher can use questions or suggest resources to redirect the students in the right direction. 
• Self - Assessment - When working in a group project, students can have challenges and frustrations. A teacher ask questions that encourage self - assessment and reflection. Project journals and blogs gives an opportunity to the students to express these challenges and frustrations, and the students can also give their excitements about the project too. It is hard as a student to express these challenges and frustrations in front of all their peers, so this way it gives them privacy to express their thoughts about the project.
3. Discussion on the benefits to students when optimizing the use of technology.
• When introducing new technology to students, it can open many doors to our ever changing world. Students that love to game at home, can get into programing. It is important not to limit students to the use of particular technologies, but instead give them different technology choices to best fit their personal interests! After students can work with technology that mirrors their interest, those students ca add examples to their digital portfolios. The digital portfolios will becomes the centerpiece of their high school learning experience. 
4. Discussion on the 21st-century skills that can make or break a project.
• Team Conflicts and Solving Them
• Real-Life Skill: Being able to resolve problems within groups
• Team Contracts: Team members agree on roles and responsibilities and then sign the contract and be well aware of the consequences for not following through with an individual's responsibility.
• Team Evaluations: Gives the students a chance to give feedback to the teacher, have reflections on teamwork, and have students think about their choice of teammates in the future.
5. Discussion on how concepts in this chapter relate to your topic/project.
• This chapter really help to show how important it is to use teacher interaction to help get ideas, perfect a project, and someone to give feedback as a peer. Also, as a teacher it is important to make sure that they observe their students to make sure their is equality in each group, groups stay on track, and all students are getting the best outcome from the learning material and the use of technology. With our project, I hope that students can connect within a group and be able to optimize the use of technology in a group setting.

Reflection Of Chapter6

Discuss how technology tools can encourage students to be reflective and evaluate their own strengths.

Letting the students using the technology in the classroom is absolutely a great idea. Furthermore, it helps the students to build their experience, which is required in their future business. Using technology has a benefit of reflect and evaluate the learners’ works at the classroom:

·         Students are able to reflect their opinions about what they learn by using blog.

·         Students are able to identify their interest, strength and weakness by using ProfilerPRO.

·         There is another tool such as SurveyMonkey helps the students to do some online survey that reflect what they have learn in the classroom.

Describe several ways in which you can get students’ minds ready for a project.

As a teacher, I would get my students ready for any project by following some steps:

·         I should know the students background of the topic related to the project.

·         I should introduce project management tools that help the students of doing the research.

·         I should offer some help for the students who have a weak experience of using technology.

Discuss the elements of teaching fundamentals first.

·         Students need to learn some new technology tools.

·         Students need to learn how connect their old experience of doing presentation with learning a new thing such as narrated slideshows.

·         Students will improve their work by receiving feedback from the professor and classmates.  

Describe the important steps in preparing students for using technology in project.

Before start doing the project, students have to go through some important steps in order to be prepared:

·         Learning more about the technology tools.

·         Students need to gather all the important supplies that help them of doing the research.

·         Students need to do a storyboard.

·         Students need to practice what they have done.

·         Students need to ask for a feedback.

Discuss ways to promote inquiry and deep learning.

·         Learning is opportunity and everybody should take advantage from it.

·         Money paly the main role to achieve a high degree such as Master, PhD.

·         Having a good health can be the most important thing in the learning process.

Discussion on how concepts in this chapter relate to your topic/project.

This chapter can be related to my topic because I have learned how to get my students to start their project. Moreover, technology is a creative way students can use in order to assess their work.  Also, I learn how to have my students connect their old experience about the technology with the new tools, which is a great way to get their attention.

Concept Map

The concept map of the Summer Health Fair

 Here is the link:

Summer Health Fair

Chapter 6 Reflection: Project Launch - Implementation Strategies

1. Technology is a great way to encourage students to be reflective and evaluate their own strengths. They can use blogs to reflect their learning over time on a particular topic, similar to what we're doing for our project in this class. Another technology tool the text mentions is ProfilerPRO which is an online survey tool that allows you to identify the learning characteristics of an individual and also among group members. This website allows you to create a survey that meets your needs, which is very useful in projects. SurveyMonkey and Boomerang are also websites that allow you to create your own surveys. I've used SurveyMonkey in many of my other classes and it seems to work very well for gathering data in all areas of the topic your working on. 

2. To get students' minds ready for a project teachers can tap into their prior knowledge on the topic the project will cover. The KWL (Know-Wonder-Learn) is a great tool to figure out what the children know, are unsure of, and what they can learn about the topic. Another great way to open students' minds is to allow them to use their imagination and open their eyes to the possibilities within a project. Encourage your students to explore and think about the topic of the project.

3. The elements of teaching fundamentals first according to the text are to set the stage for independent inquiry. Use the KWL process to figure out what the students know and wonder, this helps them generate what they want to learn. Also it's important to share the rubric with your students to give them a road map that leads to their achievement.

4. In order to prepare your students' for using technology in their project teachers can set the technology up as a playground for learning. They can use this idea to find their own ways of solving problems. Tap student expertise by allowing students to teach others. This can be done by setting up computer stations, each with one tool students will use in their project. You can also introduce project-management tools such as a log or journal to allow students' to track their progress during the project. if you're comfortable with the tools your students will use, you can also demonstrate their use. It's okay to rely on your technology specialist for collaboration ideas as well.

5. In order to promote inquiry and deep learning teachers need to understand there is a relationship between need and opportunity, and between scarcity and abundance. Consider certain question that students' might ask and figure out how you might guide your students' to solutions. Also guide students' toward questioning by imagining what practitioners or experts might ask. It's important that teachers are committed to shaping students' interests into real inquiry, so they guide them past the superficial and factual to more meaningful research.

6. This chapter relates to our topic, Staying Healthy because it gives us ways to organize our thoughts and gain a deeper learning about how to use our information we gain throughout the project. We can take information given in the chapter for catching students' attention to create our lesson plans.

Reflection #6 Project Launch -- Implementation Strategies, of Reinventing Project-Based Learning

1. Discuss how technology tools can encourage students to be reflective and evaluate their own strengths.
• blogs offer students space where they ca reflect over time about what they are learning.
• profilerPRO is an online survey tool that allows you to identify the learning characteristics of an individual and also among members of a group.
• SurveyMonkey and Zoomerang allow you to set up online surveys.
2. Describe several ways in which you can get students’ minds ready for a project.
• instill passion about a topic that you are able to give to them to be excited to create a project of that topic.
• encourage students to explore and think about the topic. have the students discuss the topic with friends over the week.
• use different media to help students imagine things about the topic such as movies, posters, preview clips, and so on.
3. Discuss the elements of teaching fundamentals first.
• Set the stage for independent inquiry: students use prior knowledge that helps guide them in their future learning projects. 
• share the assessment rubric: students work better when they have a map to guide them in the right direction. a rubric helps the students understand what you are looking for.
4. Describe the important steps in preparing students for using technology in project.
• set up a technology playground
• tap student expertise
• introduce project management tools
• demonstrate
• rely on your technology specialist
5. Discuss ways to promote inquiry and deep learning.
• guide students as they choose questions, plan investigations, and begin to put their plan into action. 
• challenge students to explore their own interests 
• guide students toward skilled questioning by imagining
• use question starters
6. Discussion on how concepts in this chapter relate to your topic/project
• i like that students can be guided to help create ideas for a topic. in our topic there may be other subtopics that interest our students  more so than our original topics. that could help us challenge our students to explore further and give us their input on a survey base program like zoomerang or surveymonkey

assignment 4 Revise

https://docs.google.com/document/d/1GixpPzbHzv_5XR0Bwlm_CrnvWJdMqdIJ4dS_oNiHdho/edit?usp=sharing