Thursday, October 15, 2009

Module 2: Designing Standards-Based Projects

This week, we began designing our unit plans. We started to think about project ideas that we could include as part of our instructional activities. We began adding state and national (NETS) standards for our students and creating student objectives to guide our instructional activities. Take some time to think about what you have completed so far and then answer the following questions:
  • How can I create standards-based projects that provide opportunities for deeper, higher-order thinking?
  • How do my standards and objectives  relate to the taxonomy of learning my group created in Module 1?
  • How does the project my team is considering relate to the taxonomy of learning my group created in Module 1?


Once you have posted your thoughts, reply to the post of at least one other participant. You may ask them a question, comment on their good ideas, or even disagree (respectfully), as long as you are saying more then just, "I agree" or "Good job". Before entering your comments, please make sure to start with the person's name you are replying to, such as "@ Melodie" or "To Melodie".

24 comments:

  1. I can create standards-based projects that provide opportunities for deeper, higher-order thinking by planning ahead and creating activities that challenge my students while giving them opportunities to build on their own conclusions.
    My standards and objectives relate to the taxonomy of learning my group created in Module 1 by giving students the basic knowledge that they need to be successful in all situations.
    The project my team is considering relate to the taxonomy of learning my group created in Module 1 by having kids learn information, apply that information and then build on that information to create a technology project.

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  2. I need to have my student create a project that has them utilizing their knowledge in a transforming way. I need to have them doing something with their knowledge besides repeating it back to me.
    The standards I picked follow along with my group's taxonomy because the standards require my students to perform their knowledge by creating a product of some sorts. This way the students can use technology in a creative way to display their learning.
    As a team we discussed having the students make an interactive map. I think that this project would fit our taxonomy because again it requires the students to demonstrate their knowledge of the content by creating a technology based project.

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  3. To Mrs. Etcheverry:
    I forgot the piece about having the student use technology not just as a way of demonstrating their knowledge but also as a way for the students to extend their knowledge.
    You're great.

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  4. I can create a standards-based project that provides opportunities for deeper, higher-order thinking by allowing students a choice in the topic they are researching. I also work on using questions that are open ended or require students to justify their work. I also believe planning for engagement strategies or topics that relate to student can really motivate students to think more in depth about their own learning.

    The objectives I write are always aligned to the state standards. The student objectives relate to my group’s taxonomy of learning by having students create and evaluate a way that they can improve their own environment (Blooms- Create and Evaluate). If the goals are higher-level than the thinking will be higher level.

    Since this topic is purposeful, students will be realizing that there is a meaningful use of knowledge (Dimension 4- students learn best when they need to knowledge to accomplish a goal that is meaningful to them). Also, I have demanded that students show respect to each other by maintaining eye contact, is encouraging and paraphrasing what other students have said (Dimension 1).

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  5. To Ms. Quarles,

    I liked how you phrased that you wanted students to utilize their knowledge in “transforming ways”. I can sympathize with students simply reiterating information back to me and everyone being bored in the process. If we really could transform the way students think or get them to think about their thinking, I believe both students and teachers would enjoy the classroom more!

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  6. Project based learning allows students to drive the instruction and learning. Rather than having the teacher be the main source of information, students have to be in charge of choosing the direction that they will take their project and how they will gather the knowledge necessary for their project's success. They are forced to work at higher levels because they are creating something new. The standards can serve as an outline of what they should know, but my handing over the reins to the kids with project based learning, they get to decide how it is that they show what they know.

    When looking at the taxonomy we created, our "big" ideas are in problem solving and initiative/self direction. Our unit plan asks the students to determine what impact we, as humans, have had on the planet. As well, they need to address the issue of what to do now. Because of what has already happened, what can their generation do to change things? The standards that we have chosen to incorporate for the areas of science and social studies will allow them to use their problem solving skills to come up with solutions to a real world problem.

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  7. To Ms. Quarles,

    The word "transforming" should be in all of our minds as we plan meaningful lessons for our kids. If we are going to get to those higher levels, we need to provide opportunities for our kids to really learn how to think for themselves. Then they can take all their knowledge and transform it for use in other ways. I know that sometimes I feel like my kids struggle with very basic things, so I'm not sure how to get the higher levels. But I think it's definitely a goal to work for! I'll keep working on "transforming" my teaching so these kids learn to be independent thinkers!

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  8. I can create standards based projects by allowing students choice within a smaller realm of topics that are part of my standards. Then allow them to create the essential questions they are going to answer. Thus giving them ownership in their projects so they can create quality work. I am their to provide support as they develop their projects.

    My standards relate to the bloom's taxonomy because the students are going to have to identify an environmental impact that humans are creating and they have to come up with a viable solution to the problem.

    Once the students are able to identify the problem they will have to research the information and filter out the good from the bad information. They will have to analyze the information and create a solution to the problem.

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  9. To Ms. Scott,

    I agree that we need to make the projects meaningful to the students because if they can't relate it to their life that ask that famous old question "Why do I need to learn this?" It it makes it more enjoyable to them and us.

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  10. For this project, I plan to pose a problem that is relevant and interesting to students, encourage them to form and discuss opinions, and utilize tech to both research the problem and communicate our determinations with the intent of persuading others.

    My standards and objectives relate to my group's taxonomy of learning because students will have choice in what they learn, will evaluate the problem,and will explore and apply uses of tech.

    Our project relates to our taxonomy of learning for many of the same reasons. Specifically because of the problem/solution, persuading others, and student directed elements.

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  11. To Talia: Nicely said! Kids being in charge of their learning is so valuable. I need to find new ways to "hand over the reigns"...it's really challenging for me in kinder and with such required "fidelity" to core curriculum. I wish I understood a more clear balance of what kids need to know and what they want to learn about.

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  12. I need to allow my students the opportunity to take their learning and expand it to something more meaningful to them. This has been somewhat of a difficult task. I am trying to get away from learning that is "One answer fits all learning," and trying to get the students thinking for their own.
    The standards I picked follow along with my group's taxonomy because the standards require my students to think and expand on their learning.
    My group created an interactive map for our lesson. I believe that this would allow the students to use higher-order thinking skills, because their is no right or wrong answer. The map that the students create will be one that is their own!

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  13. To Talia: I agree with you when you stated that kids need to be taught how to think for themselves. It so hard to do, because kids have always been taught that there is always one answer to a question. I have seen in my own classroom that the students have struggled with this concept.

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  14. To Misha: You hit the nail right on the head with everything you stated. Student need to take ownership of their learning, and be "Transformed!" Well said.
    I also wanted to state that I really like your interactive map idea for your group.

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  15. How can I create standards-based projects that provide opportunities for deeper, higher-order thinking? Designing a curriculum map and doing a checklist as to what key areas we want students to hit.

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  16. The goal is to get students to communicate and collaborate in an effective manner. Our standards and objectives match all of the taxonomy of learning very well.

    We are going to establish a relationship between another school in a different climate than ours to build upon our ideals of how to have students be the owners of their learning.

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  17. Misha
    I see that we are thinking in about the same lines...students need to be motivated to seek knowledge rather than do rote.

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  18. How can I create standards-based projects that provide opportunities for deeper, higher-order thinking?
    Utilization of technology creates a great opportunity for teachers to create standards based projects that not only allow students to think on a higher level of Blooms, but integrate subject areas.

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  19. to Misha: I agree, we need to model the process to get our kids to seek the knowledge! If we do not model the process as well as model enthusiasm for it, our students will never understand the importance of it and never want to engage.

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  20. Talia, I think that it is great when students can control their learning.

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  21. Eric, I think that it is really important to allow students to build their learning.

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  22. Projects which require deep thought to accomplish, like our project, require higher level thinking. Students must consider many aspects of temperature and weather before they begin, then research what they need to provide a green home.

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  23. Mary,
    I agree with you in that students need to be motivated to seek learning. The trick is to find what interests them, then challenge them to complete a task around it.

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  24. I have had students who would normally not want to participate, find themselves taking an interest in and contributing to a project because it is technology based. It is as though their eyes open when technology is mentioned.

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