Chapter 11: Bring It Home

This chapter was a wonderful capstone for the entire process of going through our planning in our Project Based Learning units as well as our journey through the book and learning how to implement these important ideas and strategies into our classrooms. I really liked how the beginning of the chapter mentions, "By the time a successful project comes to an end, you and your students will feel as if you have 'been somewhere' together" (159). I absolutely agree that learning should be a journey both for students and for teachers. A journey where everyone is constantly learning, discovering and growing- from measurable goals to intrinsic lessons that will help the students continue forward in the educational endeavors.

I also really liked how in this chapter they discussed how, "Good projects don’t lead to a dead end. Instead, they open new doors and create connections that you can build into future project designs" (159). I think that this is a very important concept for teachers to keep in mind for preparing for future lessons. Not only do we want to plan more effectively for our future teaching, but ultimately we want students to be able to use their journey to help them plan for their future.

In order to accomplish this effectively, teachers and students must do a few things detailed in the chapter:

1. "Capitalize on Your Investment" (159).
2. "Critique Your Work" (160).
3. "Share Your Insights" (161).

My personal favorite was the point, "Enjoy The Journey" (163). If we want students to enjoy learning, than we must love teaching. Learning should be fun, interactive, educational and enjoyable. When we grow as students and teachers, we discover new abilities within ourselves that we never even dreamed possible. If this has not been the heart of teaching, especially within our Project Based Units, I don't know what was. This was a great chapter to wrap up everything!

Chapter 11, " Bring It Home"

Chapter 11 discussed many ways in which we can “bring the project home”. One of the ideas mentioned was to build time in for reflection at the end of your project. This not only benefits our students but us for future projects. As the book mentions we have already invested so much time into the project that we need to take that time at the end to identify what grabbed the students’ attention, what went wrong, and what we could do to improve the lesson (p.159-160). This will make the next project smoother and will lead to new areas of exploration. You should also take time to critique your work. They suggest debriefing with your colleges over your students work. Together you can search for evidence of understanding. One good idea is reviewing the student’s blog post, which provides insight to their growth. Boss and Krauss suggest you share your projects and insights with other teachers. Some ways to do so are by using iEARN or Global SchoolNet, Create a project library, turn it into an archive on the web, or publish your project (even enter it in a contest). Other ways are to turn it into a professional development opportunity for your colleagues. One good point on this recommendation is to start small and grow from their comfort level. 

  

When we use the project based learning approach with our students it is a dynamic approach to teaching in which our students explore real world problems, simultaneously developing cross curricular skills all while learning to collaborate with other students. As a result of project based learning, students become actively engaged in the learning process and develop a deeper understanding of the content. They also learn communication, organization, and research skills, and develop confidence in their abilities. 

The concepts from this chapter that relate to my project are the fact that we reflect on thinking through blog post, when we learn new technology we start small and build up, and we published our work. Although I strongly agree with teacher collaboration and honestly believe our website will be a great resource for teachers, I am a bit uneasy putting my work in a public domain for all to steal. That being said, we all have had those students in our education classes that do not do the work yet still pass the class. I will admit I spent days on my lessons and the thought of others using my hard work as their own ticks me off. Rant over…

Chapter 10: Celebrating and Reflecting

This chapter touched on the importance of wrapping up activities at the end of a project. I felt like this idea kind of touched back to the last chapter when the importance of asking students what they learned at the end of the project was mentioned. It is vital to get students thinking about their learning at every point during it: the beginning, the middle, and the end. I really liked how the text suggested to "take time to reflect, celebrate, and look ahead" (146).

I feel as though I have noticed how this element has become lost in many of my experiences pre-interning in elementary classrooms. It seems as though the teachers are forced to run so fast with the curriculum, that they don't seem to have the time to stop for a moment and take in the learning that has happened. The text even mentions this, "The pace of school is rapid. Classes barely finish one learning experience before moving on the the next" (147). When I see this happen, I am not only sad for the students but empathetic of their struggles. Even at the university level, I feel as though this push continuously happens and as students, we start to forget how we arrived at where we are as a result.

I agree with the constructivist theory that reflection is a "essential element of learning" and should not be taken lightly or as merely an activity for extra time (147). As teachers, we want students to have a clear understanding of the learning that they are doing, how it has benefited them, what questions they are still left wondering and most importantly: why it all matters.

Teachers need to be thinking about every aspect of the project at all times. They should be anticipating where the project will start, where it will go, and ultimately, where it will end. If the teacher is mindful of these aspects, planning becomes not only easier but infinitely more meaningful. I like how the text mentioned anticipating these wrap-up activities with continued documentation through photographs. As the text states, "Photos invite students to reflect and think about how far they have traveled" (151). I also loved the idea of using this for parent newsletters, school blogs, classroom sharing, etc.

I especially liked how the text used that word, "celebrate" in what a wrap-up should look like. Students should be able to stop for a moment, reflect on what they've done and actually be able to celebrate their successes. This validation is vital in keeping students motivated, empowered and moving forward. What they have accomplished is an amazing feat- it should most certainly be celebrated and encouraged if we expect it to reoccur!

Chapter 10, Celebrating and Reflecting

Chapter 10 discusses the importance of reflecting on and celebrating the projects your students have completed. If any of you have read my blogs, you know I am already a huge fan of reflection. I think it is important that teachers make time for their students to reflect upon what they just learned before jumping into another project. Reflection helps you make connections that you may not have thought of before…it really makes the learning stick! When students reflect and elaborate it provides them awareness and insight of their growth as a learner. When we prompt the students with rich meaningful questions, it helps the students reveal strategies that worked for them and possible ways in which they should have done things differently. The skills they develop in the process they will use throughout their lifetime. 

Another great reason for reflection and elaboration is it can lead into other projects. They become aware of things they were excited about and things that made it frustrating. I loved that the students who were enthusiastic about multimedia but frustrated about their schools technology were able to organize a grant proposal. In writing this grant, they covered most all content areas and were able to make a difference in their learning and the future of their school. Imagine the confidence and pride these students must feel! 

As for building schools tradition and identity I think once you have come up with an awesome project that gets students excited, and is celebrated with their community it will easily have a trickling effect. It is sweet to hear students excited about their projects and their siblings wanting the teacher because of it.  

I never really thought before on using the end of the year to celebrate all of your student’s projects. I think this a great way for the students to look back on all of their hard work and accomplishments! I love the idea of student’s designing the party themselves and creating silly awards. If you can include parents/ guardians in this party it will be much easier for your students to bring their projects back home safely and clean up your classroom for the next year. 

What relates most to my projects so far for me has been the reflection process. Knowing the importance of it, I hope when I have my own classroom that even in my busiest days I will always make time at the end to reflect on the lessons. Doing so then will give me insight on what I need to tweak on it and things I need to address. It will bring more effective teaching and smoother lessons.