reflection 7

      When it comes to levels of classroom discussion there are three groups; teacher to teacher, student to students, and teacher to student.  In teacher to teacher, conversations will likely touch on everything from the procedural to formative assessment.  If there is not time for face-to-face collaboration, or if a your project colleagues are at a distance location, teachers need to be sure they are making use of a project blog, wiki, or other collaborative tools to keep your teacher to teacher conversation going.  In student to student, students should be talking about their learning experiences as they unfold, within their teams as well as across teams.  In teacher to student, the lecture format dominates teacher to student interactions.
     There are four groups that questions fall under when teacher check in on students during a project. The first is procedural which is to track progress toward milestones and deadlines, remind students of the project calender and monitor students' project log and checklists. The second group is teamwork.  This is where teachers circulate and ask general questions to help you assess team dynamics.  The third group is understanding.  Spend time observing teams work, listening to student conversations, and asking probing questions.  The last group is self-assessment.  To find out what students are thinking about the project, ask questions that encourage self-assessment and reflection.
     Technology needs to be optimized.  During project planning, you select the technologies to integrate.  Make sure the technology is helping students reach learning goals.  Students need to be able to use technology to expand their horizons by connecting to outside experts or a broader community.
     Trouble shooting is one of the 21st century skills that can make or break a project.  Teachers need to help students understand that real-world projects come with real-world challenges.  the need to help students learn from setbacks and fine-tune their strategies for getting a project back on track.  Another skill is teamwork.  During project implementation, teachers need to play close attention to team dynamics.  If they detect trouble the need to help students learn to manage their own team conflicts.  This chapter is related to our project because we have to communicate with each other, both teacher to student and student to student.