I am nearing the end of my EDTECH 542 class, Project Based Learning.  I have collaborated extensively with a classmate to develop a really powerful project that can be implemented across cultures.  We have tailored it to work with our students.  Now that we are near the end, we are asked to consider the reflection process.  This is a component that we need to plan to add to our own project, therefore, it is beneficial for us to consider the structure of a reflection activity.  Dr. Baek has asked us to respond to the following questions.

  • Who will you involve in the process?

In this project, both collaborating teachers will want to spend some time reflecting on the successes and challenges involved in implementing the project among students.  Of course, we will also want to involve students.  We have planned both a peer assessment reflection for the teams and a personal reflection, which will give students a chance to review all that they have accomplished.  Because this project is reaching beyond the classroom and the school, the administrators will be informed of the activity of the project, and would also benefit from a reflection.  The parents will likely have to consent to the student’s involvement in the process, therefore, a final reflection from the parents would be suitable.  There is a heavy emphasis on technology, so it is likely that there will be some fallout at times, so debriefing with the technology or IT department is crucial.

  • What will your process look like?

In this particular project, the students will be involved in peer assessment and self evaluation through an online delivery, such as a survey.  For the students in one class, there could be a discussion or a written response, especially if we are able to show anonymous responses from students from another culture.  For reflection with administrators and IT, the reflection can take place in meetings.  For parents, the best option is also asking them to complete a survey online.  Questions will focus on the experience, the effectiveness of the activities, the challenge of cross-cultural collaboration, and the reflection on the learning that they take from the project.  Since this will be the first time for most student, a comparative reflection on the project based learning process versus the traditional learning methods.

  • Is it just a one-time assessment?

For this project, the reflective assessment will be one time.  There is a hope that the success of this project can propel similar projects in the future, perhaps in the same school year.  The drive to complete content in the school year, does not give us sufficient time to add additional reflections into the project.

I am reminded of a time that I was able to use a reflection process effectively with students who completed a project based task that required them to involve the whole class in the process.  There were control issues when other students were measuring the responses of the class.  The student leaders were allowed time to reflect on the problems that the teacher noted, and they were give a chance to offer solutions.  The next time we did this type of project, we were able to implement some of the solutions that the students offered for class control.  It did not put an end to the challenges, but since the students were more prepared, it helped make the process more effective.