Kent Rodman

Reading Reflection #4

1. The potential pitfalls in project design are: long on activity, short on learning outcomes, technology layered over traditional practice, trivial thematic units, and overly scripted with too many steps. A good project emphasizes learning, and not trivial things.

2. The features of a good project are: loosely designed with the possibility of different learning paths, generative, center on a driving question, capture students interest, are realistic, reach beyond school to involve others, tap rich data, are structured so students learn with and from each other, have students working as inquiring experts might, get at 21st century skills and literacies, get at important learning dispositions, and students learn by doing.

3. Project ideas come from everywhere. It is important to be open to ideas. For example if a student suggests something of interest, you should hear him/her out. It could be a great idea that spurs provoking ideas.

4. The steps to design a project are: revisit the framework, make a final list of learning objectives for core subjects and allied disciplines, decide on the specific 21st century skills you want to address, identify learning dispositions you want to foster, establish evidence of understanding, plan the "vehicle", plan entree into the project experience, write a project sketch, create an asset map, track assets online.

5. Concepts in this chapter relate to our project because we are currently working to design a project. We need to ensure that we are following the features of a good project in order to come up with the best project possible and not restrict ourselves or our ideas.