Module 5b Reflection

Module 5b begins with a few examples of different types of learners. There are learners who learn better through auditory instruction, visual instruction, or kinesthetic instruction. There are left brain and right brain learners. There is also a theory called "multiple intelligences," which includes several different ways that people think and perform tasks. As a teacher, I need to be able to differentiate my instruction in order to teach all types of learners in my class.

The next section of the module focuses on supporting student self-direction. Supporting self-direction is critical in project-based learning. Some may think that means teachers have less work, but teachers have a critical role to play. As a teacher, I need to know that my students understand the project, how well they are doing, and guide them into a clear direction. They should be able to assess themselves, but I should be the one that teaches them how.

In order to support student self-direction, I need to supply my students with the knowledge to help them come to the correct conclusion. Some materials that can help this process includes templates and forms, but other materials can help as well.

The main idea that the module is expressing is that there are educational benefits to self-directed learning, but students may need guidance in order to complete the project. As a teacher I need to guide them and not push them towards one conclusion or another. I can guide them through helpful materials like forms and templates. By differentiating my teaching style, more students will be able to understand the lessons that I teach. They will also be able to understand the lessons that I teach on a deeper and cognitive level. 

Module 5a Reflection

Assessment is critical when it comes to project-based learning. Since a project can last over the course of several weeks, students need to be able to assess their work as they work on their project while they complete steps so that they will know that they are on the right track. This way, they will not have to backtrack and start the project over again.

According to Module 5a, there are several types of assessments plans. It even provides readers a website where many different assessment plans and techniques are listed. The module also provides several questions that I need to ask myself when I begin creating my student assessment. Those question are:

• What concepts, skills, and knowledge will be assessed? 
• How will the Curriculum-Framing Questions be assessed? 
• What higher-order thinking skills will be assessed? 
• What 21st century skills will be assessed?

I was also appreciative of the chart that I can model my assessment after. I have seen this type of rubric in my other classes, I always found them quite helpful, and I think that my students would also benefit from this type of self-assessment.

I also need to be careful when it comes to the wording of my self-assessment. I need to use specific language and not subjective language. Lastly, I need to consider the order of the traits that are in the assessment as well as getting advice and comments from other instructors. In conclusion, this module has helped me think about student-centered assessment in the following ways:

• Assessment should be made throughout the project.
• I should use the best assessment technique for my particular project.
• Having a rubric where the students can assess themselves will help the students complete each part of the project. 
• I need to be specific in the wording of the rubric.
• I should also take advice from colleagues in order to create a better student sample and assessment.

Module 4 Reflection

In Module 4 of the Intel Education eReader, I learned the importance of student samples. Student samples are simply samples of the work that students will eventually do, but the teacher completes the sample in order to show students how to complete a project. The module also asks two important questions. One: How can the creation of a student sample help me clarify my unit expectations and improve my instructional design? Two: How can I ensure students will achieve the learning objectives when creating their student projects?

The first question seems fairly simple to answer. If I do the same work that my students do, I will understand what they are learning from the experience rather than just what I hope that they will learn from the experience.Once I fully realize what I want my students to learn, I should be able to pick the appropriate technology for them to use for the project and adjust the design of the project. I found the Best Tool for the Job document quite helpful when choosing which tool I wanted to use for the student sample for my unit plan.

There were four options mentioned for the student sample. Those options were a presentation, publication, wiki, and a blog. All of these options were also created during the course of this class, which makes the information provided by the Intel Education eReader easier to understand. Each tool requires 21st century skills, which makes these tools perfect for project-based learning.

After viewing and considering each option, Activity 4 asks me to revisit my unit plan. I found myself changing a few aspects to my Unit Plan, including how the students were going to present their final project. This brings me to the second question that the module proposes. The only way that I can ensure my students will achieve the learning objectives when creating their projects is to create a similar project, with each section addressing an objective that I have set for them. In my case, I will create a blog where each post addresses curriculum-framing questions, 21st century skills, and critical thinking.