Technology layered over traditional
practice is the pitfall that stood out to me most. I’m not the best at
technology and I haven’t had good experiences with teachers incorporating technology
into the class so as a new teacher I’m afraid of this happening to me. We
become comfortable in what we already know so I have to be conscious and aware
that the technologies pieces I choose to incorporate can benefit my students in
a greater way, “to allow students to create unique and high quality learning products
that will connect each student to rich data or primary sources”.
What
makes a project is if you can incorporate more than one content area, if the
students are learning by doing. I’ve notice that when students actually do the
work, meaning hands on activities, they’re more likely to know the material
instead of the classic memorization technique. Other ways a project can be
considered good is if it reaches the community, real-world situations, and of
course a project that will capture the interest and attention of your students.
Project
ideas can come from anywhere, the interest of your students, conversations you’ve
had with other teachers, or a new idea can come from an idea that you already
had, just enhanced or modified to fit your students’ needs. The steps needed to design a project are
pretty much the same way I would write a lesson plan. To consider al routes
that I can take with a particular subject, how can I make it interesting, and
what can I incorporate to make it hands on. Although a project is on a grander
scale I believe you need to work small to prevent feeling overwhelmed.
This chapter directly relates to my unit topic because it’s
a great resource to know the right and wrong ways of doing things when putting together
a successful project for my students.
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