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.