Class 4 & 5 Chapter 5 Project Management

[Jane Krauss]

Imagine: You class is deep into a project and kids are engaged in different small group and individual activities-- all at once. It's going beautifully because you imagined this scenario before you launched, you have structures in place and methods you employ as 'guide on the side'. What are they? What tips can you share?

[Barbara Forester]

Jamie, Crista, and I read the chapter, and discussed how we see implement this into our classroom. Here are the highlights of our conversation.

Structure-
1. Schedule time for group conferences with teacher
2. Project calender in room and on web (time management)
3. Steps communicated through project calendar, celebrations included
3. Dynamics of team structure-group formation



Methods-
1. Experts/roles within small groups
2. Communication with parents (possibilities included surveys, electronic newsletters, blogs)
3. Class wiki
4. Each kid has a "briefcase" on the server
5. Feedback from teacher online to communicated about project (google doc)

[Sarah B. Jones]

Structures and Methods

- Project Calendar with milestones and deadlines which can be accessed from blog, website, and hard copy
- Contract describing responsibilities of each team member as well as consequences of letting down the team.
- Assessment through monitoring, observing, interacting, analyzing, and reporting using online survey, self and team assessments, formal observations, quizzes, presentations, artifacts, student blogs, etc.
-Rubrics regarding progress, knowledge, work habits, collaboration, use of time, and product. I would create most of these using Rubistar and state standard six trait rubrics.
-Use of materials and equipment rules displayed around the room and on possible checkoff sheets for clean up.
-Transition expectations practiced and enforced.

[Brian Holte]

Imagine: Your class is deep into a project and kids are engaged in different small group and individual activities-- all at once. It's going beautifully because you imagined this scenario before you launched, you have structures in place and methods you employ as 'guide on the side'. What are they? What tips can you share?

Structures:
1. Wiki and Blog to provide workspace, resources lists/links, feedback, and revision.
2. Project calendar/timeline—both hard copy posted at front of room, and on Wiki. Updated daily at least.
3. Log/journals—both individual and group (actually part of Wiki pages).
4. Project Rubric is presented, discussed (and revised as needed) by the whole class at beginning of project.

Methods you employ as 'guide on the side':
1. Google Docs used as word processing app', so to provide as immediate feedback as possible. Also serves as server that's acessible to everyone from home.
2. Regularly-scheduled and impromptu-as-needed whole class and group meetings.
3. General survey(s) to get feel for student progress, challenges, and needs. Specific surveys for each component to gauge development.

[Aimee Orr]

Brian, I'm printing out everything you've said/written. Just a little positive reinforcement! Good stuff.

[Deirdre]

Some of the structures that I have been trying to develop have to do with student time management and work management. I have been creating an assignment sheet that is designed to give students feedback on a daily bases about their progress and participation in class exercises. I have students keep a notebook, and I am interested in developing a card that helps students track their project assignments.

I know that most of the project based work has to do with teaming. I have not been able to design teamwork guidelines with accountability checks. After our discussion in class about tools that help students reflect on their contribution and to participate in self evaluation, it came to me that the structure that we develop in our project must include these prompts.

See Notes from out conversation: (Using bubbl.us)
Project management:
Preface: When we go through the first time we experience our students as colleagues working together. It is important to remember this feeling and process. This keeps us focused on the "student centered" aspects of PBL. The student driven inquiry is the "magic" of projects.

[DJ Ellis]

Structures
1. Create a calendar for myself and my students to follow. This is to make it clear as to when their work is due and to know what to expect the next day.
2. Explain the purpose to the project.
3. Have all of the necessary materials readily available to my students.
4. Create groups for students.

Methods:
1. Set clear expectations at the beginning of each lesson during the project.
2. Explain the reason and importance of the project. Why we are doing this.
3. Informally assess student work by daily monitoring their progress.
4. Daily journal to self reflect on their daily experience during their project.
5. Explain to student the formal assessment and the rubric.

[Aimee Orr]

Personal:
Backward Design questions firmly in place. What are the big ideas for this unit/project? What essential ideas/skills should the kids emerge from the project knowing/having? How does the daily/weekly/culminating activity/ies apply to the big ideas?
Monitoring: Checking on each group or individual's progress as days progress.

Classwide:
Tech collaborative tools:
A teacher blog for reference with handy links, assignment chart
Google Calendar so important dates are marked (embedded in blog and wiki?)
Classroom wiki with individual students' pages to work on daily reflection (like journaling, excellent tool for daily assessment, works in LA practice)
Google Docs (document, spreadsheet) for group participation and feedback

Non-tech:
Ten- to fifteen-minute discussion beginning each class with agenda, where we are headed, expectations and review of project, and directions. Necessarily tech-free (no laptops or grouping until all are clear and have had chances to share or bring up concerns.)