Reading Reflection 3 & 4

Chapter 3 Things that should be considered when finding the big idea for a project are, "Scan the tables of contents of your teaching guides. Review the curriculum standards for your subjects, along with the Common Core standards for math and language arts. Ask yourself and ask your colleagues: What do these add up to?" (63). When you look for the big idea of a project you want to incorporate all of what the students are learning, not just focus on a minute detail. Chapter 4 Potential pitfalls in project design include (81-83): -Long on activity, short on learning outcomes -Technology layered over traditional practice -Trivial thematic units -Overly scripted with many, many steps -Not enough focus on formative assessment -Assessment that doesn't feel authentic Features of a good project include (87-88): -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 rich date or primary sources -Structured so students learn with and from each other -Call for iterative work with cycles of feedback, reflection, and revision -Have students working as inquiring experts might -Get at digital-age skills and literacies, including communication, project management, and technology use