The Big Idea... Hmmm.... I had to ponder on this idea for a while. Since deciding to pursue the math field, I still feel that technology can and will still play a huge role in my classroom. I guess that would be my big idea, to incorporate technology in my math classes. In using the project-based learning, my students will be able to do mathematical projects using software like Excel and Maple Lab 2.0. In doing this, it shows that I agree with the statement that "project learning, like real life, gets messy and overlaps multiple disciplines. It's in this overlapping space where great projects are born." Because the projects my students do in math class will overlap into their business education classes (in using technology), and more than likely it will overlap into other disciplines, depending on what the project requires.
Chapter 4
In this chapter, the first section discusses overcoming pitfalls of project based learning. Some pitfalls listed are: Long on activity but short on learning outcomes, Technology layered over traditional practice, Trivial thematic units, and projects being overly scripted with many, many steps. I haven't encountered any of the pitfalls mentioned in this chapter yet, mainly because I'm not yet a teacher. However, looking back at when I was in grade school, I remember how some of the projects we did had these pitfalls. What's kind of bothersome though, is that teachers may still be creating projects that have these pitfalls, thus hindering the student from actually learning all they can from the project.
This chapter also discussed "optimal ambiguity" in which teachers make the projects both structured yet flexible. This is a great idea and the perfect example is a project I recently had to do in my Web Design class. The project was structured in that we had to do certain sessions and tutorials that would aid us in creating actual webpages. The sessions were all online and were accompanied by video tutorials, practice labs, and pre- and post- tests. However, the project was also flexible in that we could complete the sessions in any order we wanted and was alloted a certain amount of time to have the sessions completed. Even after the deadline of completing the sessions, we were still able to use the tutorials as help in designing our webpages. This project was both structured and flexible and I actually learned a great deal about creating a webpage. I think students will be very responsive to "optimal ambiguity" in their projects.
Chapter 5
This chapter discusses project management strategies for teachers and learners. I don't have any students as of yet, but I think that students will need to build their skills in ALL areas. However, I believe time-management and communication would be the top two. Most students are very savvy when it comes to technology and can come up with ways to collaborate, troubleshoot and utilize resources. However, when it comes to communicating ideas and making time to collaborate and utilize resources, I believe they really need that help, especially since students seem to become increasingly involved with activities inside and outside of the school. (I know this based on incoming applications I processed in the admissions office on campus.)
