Chapter 7: A Guiding Hand - Keeping a Project Moving

The "Speed of Teacher's Walking" experiment in the chapter is a wonderful example of how teachers must always think on their feet in order to keep students' interest, engaged and on an academic journey. I loved how the teachers did not shut down the students initial responses but instead, took them into consideration and showed them how being quick to reach an answer was not an effective way to attain knowledge and information. 

In my limited experience with Project Based Learning, I too have realized how difficult it can be to keep students on task when the ideas get circulating and brains become stimulated in ways that take the course objectives in a different direction. Conversely, I have also experienced Project Based Learning halt because students do not know where to go from where they are. As a teacher, it is vital to do your best to plan for these moments, as well as constantly be thinking of ways to expand on the emerging ideas of students. The text explains, "Keeping a project moving requires teachers to support students on their learning journey. It doesn't always unfold the way you expect. This is where the art of teaching comes to play" (113). 

In accordance with this idea, I also really liked how the text posed the question, "Who does the asking?" I have found myself at times either asking students questions that elicit an easy "yes," "no," or methodical answer that involves no critical thinking on their behalf whatsoever. In this way, it is vital that as teachers we ask questions that cause the students to really think about them. Accordingly, we must also be prepared to give them to the time needed to come up with these answers I have also noticed myself wanting to give answers away if I feel like students struggle, however, I have to remind myself that an appropriate level of struggle is necessary for student growth. I have also found that just because students are not quick to answer, it does not mean that they do not know the answer. If we want to expect great things out of our students, we must also be willing to give them the opportunity and show us!

This chapter also did an excellent job illustrating the importance of technology selection when wishing to elicit the best work out of students. The text detailed, "Consideration of the following questions may help you maximize the potential of technology during a project:

• Is technology helping students reach learning goals, or is it leading them on side trips?...
• Is technology helping students stay organized?....
• Are students able to use technology to expand their horizons by connecting outside experts or a broader community?...
• Is access equitable?"

All of these questions were wonderful, but I especially liked how they each asked about the students' success and not the teachers' comfort ability. In order to ensure every students' success, the teacher may have to change things up and often. This can be a challenge, but it is important to consider that if the technology used is not benefiting the students, it has no place in the classroom.