Shelly Henderson - EDT 3470 - Reading Reflection #3

When planning a project you should identify the “big ideas” first and foremost.  These big ideas are the “core concepts and processes” that you want your students to know at the conclusion.  Basically the core concept is the focus of the project, or the subject matter being examined.  The processes are the means of getting the information to the students or the means through which they make discoveries.  i.e.: What will they do?  How will they do it?  As part of your planning, you should think about the big ideas and ask why they are important.  Thinking about their real-life applications will guide you in creating a 21^st Century project.

Developing and honing in on 21^st Century skills should be part of a PBL project.  Students need to be stretched and challenged and we should be ready to learn alongside them.  Using higher order thinking skills will take a project to a whole new level and encourage real-world connections.  When students learn to analyze, evaluate, and create they will be more driven and motivated.  Their project will take on new life as they develop these skills and apply them. 

Learning and using 21^st Century skills broadens the horizons for students and teachers.  As students develop skills such as creative thinking, using digital media, applying technology to gather, use and evaluate information, etc. they become more “literate” in terms of today’s definition.  Nowadays literacy goes beyond being able to read and write.  It includes being able to navigate in today’s technology-filled world.  Students become “literate” by learning to be “independent, aware and productive” members of their community and world. 

We can help our students along the way by focusing on the “essential learning functions” that technology can teach and support and including them in our PBL projects.  We should focus on the function we need for our students to work on then choose the appropriate tools that support it.  

• ·         “Ubiquity” is giving our students the opportunity to learn anytime, anywhere and should be our number one goal with whatever project we create.  Using technologies like GPS systems, MP3 players and Google Docs support this, enabling students to learn wherever they are, whenever they want and with anyone. 
• ·         We need to push our students to go beyond learning from something where meaning is provided by others to a level where they are looking at more primary sources and “raw” information.  This push for “deep learning” involves higher-order thinking skills as students sort through the information and analyze it. 
• ·        By “making things visible and discussable” students get into the practice of showing rather than telling which gets a conversation going.  Tools such as Google Maps, Flickr, and FreeMind Mindmapper help students with this function. 
• ·         The function of “expressing ourselves, sharing ideas, building community” is supported all the time on the web these days.  We can use the same tools that students are accustomed to using socially to support their learning and share their ideas.
• ·         PBL projects invite learning and working together.  Using tools like wikis, webinars, survey tools, etc., let students meet other students and experts.  Teachers can use these tools as well to find experts and colleagues near and far.  The function of “collaboration” is crucial this day and age. 
• ·         Projects involve all sorts of “research.”  Nowadays, students quickly turn to the web for their information.  Students need tools to help them sift through the immense stacks of information, make some sense out of it, and organize what they need.  Research tools can help this process.
• ·         A significant “essential learning function” for students is the management of their time, work, sources, etc.  Students need to learn about “project management: planning and organization.”  The creation of their own home page will help them by giving them a space to work and access to a variety of tools to help them. 
• ·         “Reflection and iteration” is a function important to all learners.  Learning is extended when we look at our ideas from different points of view and also look back at our thinking along the way.  Students can see where they started and where they ended through the use of tools such as a blog or wiki.  I think it would be very rewarding to see the whole process from beginning to end.

This chapter is rich with concepts that are important to a PBL project.  As I work on my weather project, it will be important to start out with some thinking about the “big ideas” and understanding our goals for the project.  The “essential learning functions” must be considered and I like the way they are presented in the chapter with examples and ideas.  I would not have thought about many of them before this, and see where they are important to PBL.  I hope I can have a clear big idea, have good plans covering 21^st Century skills and literacies, and be able to strongly introduce and support the essential learning functions.  If these things are considered, I think you can have a strong, successful PBL project.  

Stephanie Joseph - 3 Websites

My 3 Websites to use! 

http://www.nws.noaa.gov/om/reachout/kidspage.shtml

http://eo.ucar.edu/webweather/

http://www.weather.com/

Stephanie Joseph - Reading Reflection 2

The focus of Learning Communities is for educators to work together to overcome the the traditional isolation of the the profession. Teachers can use each other to get feedback about their programs and solve problems with the ideas of others. The benefits of Learning Communities is that educators have someone else to rely on for ideas to help improve their programs that they have created. Teachers are able to see what other educators are doing and see where they should be improving their lessons. Being part of a community helps bring your professional life to be more productive and satisfying. It helps ensure the students learn, create a culture of collaboration for school improvement, and focus on results of things going on. 

Learning Communities help students because it shows students that the teachers are willing to take a risk and try something new. By showing this to students, they are then encouraged to take their own risks and not be afraid to try something new. 

Shared vision is a huge contribution to the Learning Communities because it allows teachers to focus on students needs and collaborate with each other. By collaborating with each other it allows them to have the shared vision and help students. 

I think this chapter helps with my project because I want to have a shared vision with my teammate. I want to work together and have the students enjoy our activities that we have planned. I think having a Learning Community would be really helpful and sounds like something that would be very a good thing to do. 

Weather Sites

Hi Stephanie!  I will be evaluating the following websites for our project:

1.  www.wxdude.com
2.  www.weatherwizkids.com
3.  www.wildwildweather.com

Have a good weekend!

Shelly Henderson - EDT 3470 - Reading Reflection #2

Learning Communities are groups of educational professionals committed to working collaboratively on ways to make their school better.  These teams meet often to discuss issues facing them in their classrooms and schools, and to work together to solve problems creatively.  Teachers in a Professional Learning Community may bring something to present to the group knowing that they will get constructive feedback.  These communities encourage colleagues to work together in new ways and learn together.

I think the benefits of Learning Communities are great.  Educators need time to talk with their peers, brainstorm, and problem solve.  They are able to see what others are doing, offer feedback to one another and broaden their scope of teaching.  With participation in such a group, teachers find themselves a part of a community instead of in an isolated classroom on their own.  Teachers find that they are a part of a bigger picture and that increases their commitment.  They are able to share responsibility and find that learning is more powerful.  Plus, when teachers are given the opportunity to meet and support one another, they find that change is much more likely to happen. 

I think that the biggest affect that Learning Communities have on teachers is the feeling that you are not alone.  A classroom can be a lonely place, especially in a schedule where your contact with other teachers is limited.  Teachers need each other to share ideas, get constructive feedback, etc.  As part of a Learning Community, teachers find a support system and are better able to tackle a problem creatively.  For example, working with another in meeting a project based learning goal allows for sharing ideas, the workload, the evaluation, etc.  It is a lot more fun to share the journey!

Students benefit from Learning Communities as well.  Teachers who are involved in a community have their students at the center and the best interests of their classrooms in mind.  If teachers are allowed the time to collaborate with other teachers in their field, grade level, etc., they are more likely to try new things, explore other possibilities for their class, and are learners themselves.  It shows their students that they are not afraid of change, challenges, and learning themselves.  I think that the effect that can have on a student is huge! 

Having a shared vision contributes to the success of a Learning Community.  Educators that have a clear sense of their mission, share a vision of the conditions they must create to achieve the mission, and are willing to work together in teams to figure out the best practice to achieve the mission, will benefit greatly from being a part of such a community.  Their focus is on student learning, they have goals and are focused on results, plus they share beliefs and values.  The more they see themselves as a team of life-long learners with a shared vision, the more they will enjoy the process and create tremendous results. 

I think that this chapter relates to my project because I am working with a teammate who shares the same vision I do.  We are both looking for ways to increase student learning and engagement.  We are willing to share with one another and work together to achieve our goals.  We are committed to the creation of a PBL project that brings weather alive to both students and ourselves.  I like going into this project knowing that I have someone to work with, bounce ideas off of, learn with and learn from.  I think that is what a Learning Community is all about.

Weather Pals Map

Click here to see how far away we are

Stephanie Joseph - Concept Map 1