Reading Reflection #7
Kent Rodman

1. Levels of classroom discussion:
               Teacher to teacher: Collegial effort that went into project planning must continue during the implementation phase. Whether it be face to face, or through a blog, wiki, or collaborative tool, keep the conversation going.
               Student to student: Students should be talking about their learning experiences as they unfold. This should be within their teams as well as across teams. Explaining and justifying their reasoning allows others to learn and challenge each other. Don't be afraid to observe and chime in when needed as a teacher.
               Teacher to student: Lecture based learning is much less often in project based learning. Announcements and mini lessons that the whole class needs to hear to introduce a new concept or to clear up any discussion will happen. Most direction can be given through project web sites or blogs or an online calendar. This frees your time to move around engage, listen, and probe questions to push higher order thinking.

2. Questions for checking in:
             Procedural: Simple questions to keep students on track and on task. ie Are we on schedule? Do we have the right materials
             Teamwork: Questions to establish whether or not the team is working as a team or if certain members are carrying the team. Creating a project blog or journal to raise any concerns about their team progress can help understand team dynamic.
             Understanding: By spending time observing, listening, and asking questions that probe we can help get an idea of where student understanding is. This can also be a good place to redirect student thinking, correct any faulty information, or suggest resources.
             Self-assessment: In order to find out student thinking ask questions that encourage self-assessment and reflection. Project journals and blogs may offer space to describe challenges or frustrations as well as ask any questions they were uncomfortable asking in class.

3. Benefits to students when optimizing the use of technology. By allowing students to choose what forms of technology they would like to use they are honing their skills in a certain area. You may require students to use certain technologies for certain parts, but allow other parts to be student choice.
    Questions to ask about student technology:
Is technology helping students reach learning goals?
Is technology helping students stay organized?
Are students able to use technology to expand their horizons by connecting outside experts or a broader community?
Is access equitable? Do students have ready access to the technologies needed?

4. 21st century skills that can make or break a project are troubleshooting, which is exactly what it sounds like. Conflict management, the ability to work as a team and learn to deal with individuals you may not normally in order to add to the collective.

5. Concepts in this chapter relate to any project. Team management, group work, individual assessments, technology, these are things that anyone in the modern world will deal with. Not only does this chapter relate directly to our projects, it directly relates to the world we live in.