Reflection 6

Kyra Elston
2/13/14
Reflection #6

 1.Discuss how technology tools can encourage students to be reflective and evaluate their own strengths.

Students will inquire study, plan, evaluate, compare, collaborate, manage, create, and present. They will try new tools and help others use the ones they know.

 2.Describe several ways in which you can get students’ minds ready for a project.

Before and after a project, have students complete a self-evaluation that focuses on the learning dispositions you expect them to develop during the project. The act of self-assessment causes students to think about their capabilities and how they direct their own learning. Throughout the project, asking students to think about their thinking and processes, they will become more aware and articulate about their metacognitive strategies.

 3.Discuss the elements of teaching fundamentals first.

Before launching a project, think about teaching prerequisite knowledge or skills students need in order to work with a degree of independence in their investigations. Equipped with a basic understanding, students can plan investigation that will ultimately lead to further knowledge.

 4.Describe the important steps in preparing students for using technology in project.

As preparation for the project, plan efficient ways to get students ready to use technology for learning. Sometimes this will require advance planning. Other times, just-in-time or student-to-student learning is in order.

 5.Discuss ways to promote inquiry and deep learning.

To promote inquiry and deep learning, students need to understand that: -there is a relationship between need and opportunity, and between scarcity and abundance. -money, bartering, and other means of exchange have existed throughout history and across civilizations, and they continue to change. -modern money has symbolic worth as an exchange medium. -economics, health, and well-being are related. -money means different things to different people. -humans are interdependent. 6.Discussion on how concepts in this chapter relate to your topic/project. Again, I feel like this chapter may not relate to our topic as much as it would to others. “Inquire thinking” is not really needed in classroom kitchens but teaching fundamentals definitely is and it would be exciting to base a whole lesson off of that.

Concept Map 2

The middle of the concept map needs to be changed to Grandparents Day Brunch, which is what our final project will be. Each branch off of the middle circle should be ;

design of the menu-different menu styles-food on the menu-ingredients for the food-crossword puzzle

Catering-proper table placement-serving etiquette-table seating

Cooking-safety tips-kitchen supplies-measurements

 Each bold item is a bubble on the concept map. I think our whole concept map is sort of off because we all didnt have the students create different things using software originally for our first lesson plans. I couldn't reconstruct the concept map because my computer wouldn't download the software. Although I did want to revise it for our group.

Reading reflection 5

The items that should be  considered before starting a project with students.
-Your step should be designing a project within your budget so that you are able to get the materials and things needed for the project without hassle. Then you will need to gather those resources in preparation for the project. You should keep in mind  the learning functions that technology can deliver to your students when deciding what resources you will use. After you've decided on what resources you will use you should consider if your students will work in groups or alone. Deciding this could be based off the amount of resources you have available. Finally, you will need to set a deadline for your students to stick to. Having some kind of visual calendar for your students is best so that they can track their own progress on the project.

Teachers and students management needs.
- Teachers will need a way to communicate to their students about the project. They will also need to communicate with students about their progress on their project, and any other important things that may come up. The teacher must also have ways of assessing what the students are learning, and if they are achieving the purpose of the project. It will also be nevcssary for teachers to continually assessing the students progress thoughout the entire project not just once it's completed.

- Students need the tools that will help keep them on track with time and productivity of their work. If students are working in teams they will also need ways of collaborating with others/partners. Students will also need ways of reviving their feedback and time to reflect and revise their work. If the student still needs assistance, there should be a way that they can easily reach the teacher for more guidance.

Some of the technology applications that should be considered for use in a project.
- Applications that should be considered depends on what type of project you are doing and how the final project should be. Some applications are Wiki for instance, which is a web page that students can create. Students are also prompted to share things on wiki. Wiki is mainly used as a collaboration project. If your students are doing a collaboration project then this would be helpful. Another application could be a blog. Although using a blog the author will post then others can comment.  The interaction on a blog is less than on wiki. Drupal and text pattern are a more sophisticated programs. These are highly configurable tools, like discussion forums and surveys.

How concepts in this chapter  relate to your topic/project.
- concepts in this chapter  help me to realize the steps that we need to take to ensure our project are properly done. We should consider revising the resources and materials that we are planning to use for our project. The type of application that we will use for project I think needs to be revised.

Reflection 5

Kyra Elston

2/13/14

Reflection #5

1. Discussion on the items that should be considered before starting a project with students.

Recognize the materials and tools that you will need prior to starting the project. Make sure they are accessible, appropriate, and realistic and then go on to obtain this materials and tools. Tools could even be certain people who are needed for the project.

2. Discussion on teachers’ and students’ management needs.

Using milestones and deadlines will help create effective managers out of your students. Narrow big chunks down into smaller tasks and make sure the students are aware of the deadlines for each task. Sharing the planning calendar with parents as well will only help the students achieve these goals.

3. Discuss some of the technology applications that should be considered for use in a project.

Technology can support a range of assessment activities. For example, an online survey can help you assess what students know as they come into a project. What is their readiness level? Do they have prior knowledge and experience that relates to content areas, technology, or project work in general? Would they benefit from building some discrete skills before launding into the project?

4. Discussion on how concepts in this chapter relate to your topic/project.

Management is one of the most important parts of the classroom in terms of any project that is doable! Since cooking consists of a lot of time, it is important to manage tasks in order of importance and make sure students are exact with deadlines such as a certain time to cook a certain meal.

Reflection 5

Lauren Hudson 1.Discussion on the items that should be considered before starting a project with students. You should make good use of time, thoughtful preparation to the project is most important. Also, you should know how to assess them with the project, decide on how to team the students up, or if they are expected to work alone. The most important part before starting a project is to plan, everything stated above needs to be planned out before done with the class. Also, the students need to set goals and things that they want to accomplish and achieve. 2.Discussion on teachers’ and students’ management needs. The teacher needs tools for communicating with the students about their needs, they need tools for making milestones and events visible, they need methods for getting resources to students. Teachers need to know what is a successful strategy to get out all the information to each child so they are able to fully understand what is required. Teachers also need systems, and structures. The classroom needs to be structured so it supports a productive learning environment where teams and individuals can be engaged. Lastly, teachers need to have tools and skills to engage students, ways to assess students and ways to give them proper helpful feedback. The students need tools to help them manage their work loads, systems to manage materials and control work drafts, collaboration tools, ways that they feel comfortable to ask for help, proper ways to get feedback, ways to work iteratively and to see how parts add up to the whole. 3.Discuss some of the technology applications that should be considered for use in a project. Wiki is one of the simplest edited Web page. Users are able to create pages of shareable information using a web browser and very basic language that will get the point across to the readers. Wikis can be open to anyone, they can also be collaboratively created. Blogs are easily cited web pages also. The main difference between Wiki and a Blog is that blogs are mainly only created by one person. No one else can edit it. Unlike Wiki, things can be added and changed frequently by many different viewers. Drupal is more complex. It is a web space that combines a content management framework and bogging engine. 4.Discussion on how concepts in this chapter relate to your topic/project. This chapter is very closely related to what we are doing with out project. First, we need to know how to manage and prepare our activities an projects as a group. We need to know how to manage our time and figure out ways where we can meet up and do things together. Also, we need to manage ways to put our projects together collaboratively. The chapter also talks about technology applications, and we are using blogs to keep in contact with our group mates and to be sure that each one of us knows what is going on. We need to think about what we need as teachers to conduct this lesson, and to create the final out come of it. The students also need to know what is going on and how much time they have to complete it, and when the final project will be done for their grandparents in the classroom.

Reflection 4

Lauren Hudson Reflection 4 1. Discuss the potential pitfalls in project design. With project design, it takes a long time to get the project/activity done. Not many students get long term learning outcomes from it, a lot of the projects that are done have a lot of steps and take a lot of time to figure out how to do it. Discuss the features of a good project. The best projects share the following qualities. - loosely designed with the possibility of different learning paths. causing students to construct meaning. - focus on a driving question capture student interest realistic, and cross multiple disciplines. - go beyond school to involve others.  - are structured so students learn with and from each other. - have students working as inquiring experts might. - get at 21st-century skills and literacies, including communication, project management, and technology use. - get at important learning dispositions, including persistence, risk-taking, confidence, resilience, self-reflection, and cooperation. - students learn by doing. 3. Discuss where project ideas come from. Project ideas come from everywhere. A lot of the time it comes from experience, and being in the classroom. Any one can come up with a good project idea if they have the right thoughts and ideas that are related to the topic and can be turned into a learning experience. Discuss the steps to design a project. These are the steps to design a project: Revisit the framework. Establish evidence of understanding, make sure the students are understanding what they are working on, and make sure you are clear that they are clear. Plan the project or practice, figure out what the children’s interests are and try and come up with things that will make them want to learn and explore the topic. Plan ways to lead into the topic, come up with ways to catch the children’s attention and get them interested in what they are about to learn. Discussion on how concepts in this chapter relate to your topic/project. These concepts relate to our topic because we need to take in to consideration what the children are interested in and how to make them want to cook, and create a restaurant style learning environment. We want them to be ale to enjoy this lesson and activity. We need to keep working hard to come up with fun project ideas to keep them willing and excited.

Reflection 4

Kyra Elston
2/13/14
reflection #4
1. Discuss the potential pitfalls in project design. Four potential pitfalls in project design are long on activity, short on learning outcomes, technology layered over traditional practice, trivial thematic units, overly scripted with many, many steps.

2. Discuss the features of a good project. The best projects share the following qualities. They:
- are loosely designed with the possibility of different learning paths.
- are generative, causing students to construct meaning. - center on a driving question or are otherwise structured for inquiry
- capture student interest through complex and compelling real-life or simulated experiences. - are realistic, and therefore cross multiple disciplines.
- reach beyond school to involve others.
- tap right data or primary sources.
 - are structured so students learn with and from each other.
- have students working as inquiring experts might.
- get at 21st-century skills and literacies, including communication, project management, and technology use.
- get at important learning dispositions, including persistence, risk-taking, confidence, resilience, self-reflection, and cooperation.
- have students learn by doing.

3. Discuss where project ideas come from. Good project ideas come form everywhere! Any experience can be turned into a good lesson (both in the classroom and in life) and one good project usually leads to another good project idea.

4. Discuss the steps to design a project. These are the steps to design a project: a. revisit the framework b. establish evidence of understanding. imagine what students would know or be able to do once they have learned. Imagine how they would be different as learner and as people. c. Plan the project theme or challenge. Think about what students inquire about, do, and create. Strive for optimal ambiguity. d. plan entrees into the project experience. What are the first things you might say to get students' attention and build excitement for the learning ahead? What will captivate your students.

5. Discussion on how concepts in this chapter relate to your topic/project. When doing classroom kitchen and catering, most of the assignments will probably consist of projects and group work so knowing the features of a good project and where the ideas of a good project come from will benefit the students in multiple ways.

reflection 3

1. Discussion on what should be considered in finding “the Big Idea” for a project.

          Teachers reflecting on the most important concepts of what they are trying to teach is ultimately going to narrow in on the big head that they have for their students to learn. Making sure that the activites that they do involve something real in the world.  Setting up a real purpose for the project will help engage students and allow the assignment to really unfold. 
     2.Discussion on the 2lst Century skills.
       21st century skills are important they include attitudes, skills, as well as the subject that is being taught. Using 21st century skills, will push students to think outside the box, and add additonal leanring that otherwise wouldnt happen. Higher thinking involves students to analyze, evaluate and create. Projects can be taken one step further when students are given the tools/skills to asses the projects differrently.
3.  Discussion on the 21st Century literacies.
       Literacies isnt just reading and writing its pushing the students beyond that point. This is why 21st century skills are incorporated in the title. A student learns to be independent, aware and productive citizens. A project that details something in real life (21st century designed) it allows students to become more literate.
4. Discussion on each of the essential learning functions.
           1. ubiquity:  allowing students to learn wherever they are. This is a lot of differnt tools that students can use to learn when they are not in a school setting.
          2. deep learning : allows students to learn more and to really put a lot of thought into their work. Deep learning engages students in sorting through information and analyzing the information that they have gotten and then showing what they have found through design a representation of it.
          3. making things visible and discussable: by doing this students are able to prove that the information they have gathered is believable and that they have some kind of evidence to make a valid point.
          4. expressing ourselves: This type of tool allows students to share what they have come up with, with the world. Not only do they engage others in learning but they also are capable of learning from others by using the web.
        5. collaboration: collaborating allows students to join with others and express their ideas. This also allows students to learn together, and exchange services.
        6. research: internet research helps students make sense of the information that they are gathering and guides them on organizing it.
       7. project management: This is a use deal for students to be able to manage their time on projects and for them to be able to have access to project from anywhere. \
     8. reflection and iteration: Reflecting and anlyzing for the student of their own work is essential. They must learn to view their work how perhaps others will envision it. Learnig to be your own crtique is necessary.
5. Discussion on how concepts in this chapter relate to your topic/project.
          Everything in this chapter is related to our project. We must make sure that we stay focused on what our students will be learning and keep pur "big idea" the main focus of the project. We also want our students to be learning what the 21st century skills are and how to use those skills. Those skills will help prepare them for the real world. 21st century skills will also help them outside of school. Essential learnign functions we can use all the tools listed there to aid our students in deeper thinking, analyzing their thoughts, mangaing their time on their project and making sure they use their time wisely.

Reflection 3

1. Discussion on what should be considered in finding “the Big Idea” for a project. There are a couple very important things that need to be considered when finding the big idea. It is important to scan the main ideas, and also investigate in finding things out. It is also important for the children to know how things work in the correct ways. Finding the big ideas is a huge thing, and it may be difficult for the students. With the right direction from the teacher, they should be able to figure it out. 2. Discussion on the 2lst Century skills. To develop the 21st century skills, "you need to think beyond subject mastery to the important skills, attitudes, and habits of mind your project might involve." (pg 47) 3. Discussion on the 21st Century literacies. These are changing to focus more on the behaviors required of accomplished people. They want children to be able to understand, communicate, interpret, create, and many other things. With these literacies only lead to more success and confidence in students. 4. Discussion on each of the essential learning functions. 1. Ubiquity: This allows students to learn where ever they are. There are tools for them to become able to learn in more places, and with more things. EX: allowing students to learn on their MP3's and other technololgy sources. 2. Deep Learning: This goes beyond filtered information. They look at information that others provide them and then they go go deeper with their own thoughts, and make sense of things in their own way. 3. Making Things Visible and Discussable: Using digitial tools to show the students things they are learning. This is also a way to show students things and not just explain them with words. Such as, using maps to show locations, pictures to show waht things look like, doing hands on things to get the feel of what things feel like, etc. Pictures, and diagams are worth a thousand words. 4. Expressing Ourselves, Sharing Ideas, Building Community: Using the internet and social media to express themselves and share their own personal ideas with other.s 5. Collaboration: Working together, using and sharing tools to do work over the internet. Planning virtual experiences, like Webinars, and survey tools. 6. Research: Finding valid information on the internet, and being able to use many different kinds of search engines and finding what sites are more valid and have the most valuable information. 7. Project Management: Allows students to manage their time, work, sources, and many other things that are involved in getting a project done on time and correctly. Also, they are able to be organized and get things in the correct way so that it is easy to find them on their desktops. 8. Reflection and Iteration: Looking back on your ideas and getting a closer look at your findings. Keeping a journal to reflect back on what you previously did. 5. Discussion on how concepts in this chapter relate to your topic/project. This is very important and relates to our topic/project because it shows us how to keep track of our work, shows us what we could do to reflect back on our work and remember what we did. It also lets us know what we should be considereing important with our topic and what our children in the classroom should be focused in on. Therefore, this chapter is relevant becasue it brings it all together on how we should go about remember, researching, and focsing in on our topic.

Reflection 3

Kyra Elston 1/28/14 1. Discussion on what should be considered in finding “the Big Idea” for a project. To find the idea, knowing what core concepts and process the students should know after studying with the teacher is important! Other important processes include designing an investigation and using instruments as scientists do. Scan the tables of contents of your teaching guides. Review the curriculum standards for your subjects. Ask your colleagues: “What do these add up to?” 2. Discussion on the 2lst Century skills. To help develop 21st-century skills, the teacher has to think beyond subject mastery to the important skills, attitudes, and habits of mind your projects might involve. Some of these skills are analyzing, evaluating, and creating. 3. Discussion on the 21st Century literacies. Literacies go beyond the ability to read and write. Many instructors are changing to focus more on the behaviors requires of accomplished people in the 21st century. Imagine how you might teach students to find, evaluate, and synthesize information from multiple sources. 4. Discussion on each of the essential learning functions. Learning dispositions are important traits, attitudes, habits and feelings we encourage but usually cannot teach directly, such as confidence, curiosity, resourcefulness, cooperation, motivation, persistence, and courage. Learners acquire learning dispositions less through direct teaching and more through experiences and encouragement. 5. Discussion on how concepts in this chapter relate to your topic/project. Unfortunately, technology that is used for food in the 21st century is not taken authentically and has become far from nutritious. I actually think that classroom kitchens will benefit more by turning away from the current times and focusing on how to make food better for the future.

Penpal

https://docs.google.com/document/d/188K6XiWsQnmiULl1G7aSopl_PRHtCsRn-9IZNEyrt-0/edit?usp=sharing

Pen pal map

View Larger Map This is the map of where  our pen pals are. We will be communicating with other children from Kenya. This will allow us to know what their culture is like, and how different it is from ours here. We will also be able to validate the children's research that they found online and in books and see if what they found is true.

Conception Map