Grady: Chapter 3 RR

This chapter focused on establishing the conceptual framework of a project. The more complex an idea, the better suited it is for the 21st-century project treatment. When students and teachers form a complex idea in which they want to investigate, it makes the project more interesting. Good projects connect directly to the students' frames of reference, interest, and experiences. This chapter revolved a lot around developing 21st-century skills for students. To do this, teachers need to push their students beyond their comfort zone in terms of thinking by using the Bloom's Taxonomy of Educational Objectives. The lsat three levels are particularly relevant to project-based learning: analyze, evaluate, and create. The verbs that fall under these three categories come in handy as you design questions that drive student actions. Overall, this chapter conveys to us how to deepen our students thinking in order to start a project that will be beneficial to them. Interacting with our students and pushing them to think outside the box is what helps formulate topics and ideas for project-based learning.