RR 9

1. Description of a method of understanding prior-knowledge of students.
2. Discussion on the importance of establishing anchors for a project.
3. Description of several ways to assess what students learned during the project.
4. Discussion on how concepts in this chapter relate to your topic/project.

1. One can use a KWL as a prior knowledge method. Students will be given one. They will fill out everything they know pertaining to the subject matter given to them. This is a good way to get their thoughts in a judgement free manner. From there, you can gauge where you need to start in the learning process and get everyone on the same page in the end. 

2. Establishing anchors are important because they are like a framework. They guide where the students have started and how far they are from meeting their goals. Using something like a KWL chart can be a helpful reference. This allows you to look back at where they were, where they want to be, and what they actually gain. 

3. I can ask students throughout the project what they have learned and what they are learning. Ask students to synthesize and summarize thoughts. Also give students the opportunity to take what they have learned and apply it to a new content area. 

4. This is a very important part because it makes us realize what is important and what we expect them to know in the end. What is it that I will want to assess showcasing what they have learned when their project is over? This helps guide that discussion between my group and I. 

RR 8

1. Learning is powerful and connecting with others make the experience even more exhilarating. The class can connect with experts of other industries like universities or high schools. This gives students something to look forward to, meeting with others in higher positions. With the advancement of technology, people can communicate with people all across the country. They can ask specific questions, get feedback, and have new conversations. The class can also do these things for global communication. Technology allows international panels, websites, blogs, video conferences, etc. This increases accessibility and expands the circle of learning. 

2. The EAST initiative model has made it a point to showcase the benefits of technology. Environmental and Spatial Technologies are able to master tools and applications of technology and solve problems in their communities and create projects to do so. It is student driven, authentic project based learning, using technology as tools, and collaboration. It requires training and support for teachers.

3. Students sometimes become quite capable of leading their own projects as they get comfortable and get into creating a project they care about. It opens the way for communication. Students who have been deemed less than or with special needs can create great work. Everyone can learn from what they come up with. They will learn better because they put more work into what the love. 

4. The concepts in this chapter help me to think about how to let go of some control of the project. It really puts things in a perspective that the kids can gain more if we allow them to have more power and to lead their own projects.  

RR 7

1. There are three different levels for classroom discussions. The first is teacher to teacher. This is collaboration with your colleagues. It can be face to face or through technology. This is where one takes advantage of being in a community and then uses each other to help with plans, activities, and other things. The second type is student to student. Students can work in teams and build communication skills. They can spend time challenging each other and having meaningful conversations. The last type is teacher to student. In a project based learning system, teachers can lead discussions and communicate with students through a blog, online calendar, etc. instead of the traditional lecture. 

2. 

• Procedural: This is where you check to make students are staying on schedule with due dates and check points to make sure they're on track. Staying on schedule?
• Teamwork: These types of questions are making sure that everyone is being a team player. Everyone needs to be pulling their own way. This allows students to give their honest thoughts in a safe environment. How are you guys getting along?
• Understanding: These type of check point questions call for probing students' thinking. Review their progress and encourage them to push themselves further in thinking and working. Have you thought about...?   
• Self-assessment: These are used to see what the individual student is thinking and where they are in the project. This gives them the opportunity to release their frustrations, challenges, etc. 

3. Students can gain new insights into how to communicate with diverse audiences and even  all around the morning. They get a wider perspective than the traditional way of communicating and learning. They get to receive information in a better way. Children use technology more now than ever so optimizing it for learning will be comfortable and effective for a lot of students. 

4. Certain skills can make or break a project. They must be administered well. With teamwork, if done too often, responsibility gets lost and the project does not get done efficiently. If done well, it maximizes the project's potential. The same goes with classroom conversations. Self-assessment should be given, but make sure it is encouraging. 

5. This helps with my project because it helps me help my students. I want to be able to push them to get the most out of their work. With these points, I can probe their thinking and guide them effectively. I also know more things to look out for and make sure are done properly.

Collaborative Map Revised

RR #6

1. Doing self evaluations allow students to think about their own capabilities and learning. Blogs allow students to reflect and compare over a period of time. Online surveys allow students to tap into learning characteristics, identifying their interests, strengths, and weaknesses. Other sites allow students to compare their own self-assessment to others in a larger group. 

2. In order to have a good project for the students, their minds have to be ready to learn and take on the project. It should tap students' prior knowledge. Get the students' attention. Invite them to see possibilities. Students should explore the subject and discuss it with family and friends. You guys can role play, have discrepant events, mini-investigations, and more.

3. A teacher must set up the stage for independent inquiry. Students need to be aware of what they know and don't know about the topic. They can establish their own sense of purpose for the project. They can use a K-W-L chart. Then students will go deeper into questioning. Next teachers should share the rubric with the class. Students will have their expectations and know what a good project entails. 

4. 

• First you must set up a technology playground. You must make room to allow students to explore and get comfortable on their own. They may end up picking up a hobby. 
• Next tap student expertise. Students may work in small groups to explore and practice. Allow students to teach one another if they are technically able. They will learn tools, programs, etc. 
• Introduce project-management tools. Students could use project logs to keep track of their progress. They are encouraged to write, assess, and have conversations.
• Demonstrate. Demonstrate the tools that you want them to be comfortable with. Use a specialist or even a skilled student. 

5. There are different questions you could pose to students to get them into deep thinking. Guide students toward skilled questioning by imagining what practitioners or experts may ask. What if, Which one, How, Should, and Why are all good starters. Build more thinking for the students. 

6. This chapter helps my group and I think of our project and take it further. It will not just simply be us telling what the students to do. We now have more tools on how to get the most out of the students and get them excited and really into the project. 

Virtual Penpals

https://docs.google.com/document/d/1Zl1f_tgcdTuL2npn7apShA1Xb2TSsJktPBoOFUPqRMg/edit?usp=sharing