Reflection of the Group 5 Project
Jennifer Thoman
Wilkes University
Reflection of the Group 5 Project
This is only my third class in the Wilkes Instructional Media Program but I can say with certainty that it was the hardest. The class is about Project Based Learning so it only makes sense that part of it would be doing a project. But doing so on the computer with people you have not met and probably never will meet makes it hard. Add to that the fact you’re all teaching in different grade levels and you’re starting with two strikes against you before you even start. At least, that’s how I felt.
We encountered several challenges along the way. To begin with, only two of us corresponded to decide the topic of our project. The third finally joined us and started to take over immediately. Even though she hadn’t been part of the “conversation” about the topic, she went into our Google Document and rearranged and changed things (including our essential question) without asking. But we would find out that this was just the beginning of the “fun.” The other two of us are timid and didn’t know what to say or how to address our concerns. I think that was a big part of the problem. So even though it bugged us to no end, we let her do whatever she wanted because even if we tried to tell her, our ideas weren’t heard or were just plain shot down. Because of her desire for control, she often went into my parts of the project and changed things. That really frustrated me and made me not want to do anything because it would only be changed anyway. I realize that I should’ve said something, but I didn’t. I just wanted to get through the project creating as few waves as possible. I think ...
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...it myself. I gained a lot of knowledge and experience in many digital areas.
I have learned several valuable things from this project experience. First, it’s okay to not know how to do something right away. Ask, observe and experiment. Doing so will greatly enhance my ability to do it correctly and continue to learn. Second, I learned that this can be an experience in frustration if I always try to not make waves. Sometimes waves need to be made to better the project. And third, watch for similar frustrations with my students and intervene before it gets too serious.
After this project I would seriously consider not doing any projects in my classroom. But I need to remember this is only one experience (and my first one at that.) Not all projects need to go this way. Having had this experience can help me make sure I don’t have similar ones in my classroom.
I will be discussing about my reflection on the Six Week Group Content/Intervention Mid-term project and my internship. The assignment is on Psychoeducational and Counseling Groups for adolescents who are encountering dating violence from their partner. I will be discussing the paper and the critical knowledge that I obtained after completing the assignment.
Information technology (IT) project management in the domain of public education can be a complex undertaking fraught with challenges and risks. The ability to effectively oversee a project, which is a temporary endeavor undertaken to create a unique product, service, or result (Project Management Institute, 2013), can be crucial in supporting academic initiatives and engagement in school settings. This paper will describe and then reflect upon the experience of being tasked with the project of creating a mobile lab at North Saanich Middle School. The reflective portion will examine the process through the perspectives gained because of the subject matter presented in PJMT 501 as the beginning of this course coincided with the start of the implementation phase and continues concurrently with the closeout phases (Schwalbe, 2010, p. 58) of the project. Specifically, three examples of how scope, time, and cost goals (Schwalbe, 2010, p.9) became unbalanced will be examined and a reflection on how to learn from these experiences will be forwarded. This perspective will help to describe how the exposure and deeper understanding of the basic principles of Project Management not only influenced the completion of this project but also will influence future approaches to other IT projects.
This project helped me realize how hard it is to capture the image that is stuck in a person's brain. This project didn't help me alittle at understanding the difficulties because we had to take pictures and not videos. If this project was a 3 minute video project it would help me understand more. the most difficult aspect of this assignment was thinking of a way to portray a story in 12 shots. The easiest was editing because all the shots were in front of me I just had to rearrange them.The storyboard was not helpful at all because I had to change my idea, and I did not use a storyboard. Some of my classmates did a really nice job and had some funny photos. I put maybe 2 hours into this project. I did not put as much effort as I could have done. I believe my “B” grade was accurate because there were some errors but it wasn't a horrible project. Overall this project is a nice assignment but should not be worth 100 points. The reflection should only be a minimum of 2 pages because 3 to 4 is a
In my Teaching Professions with Field Experience class, we were to create two lesson plans throughout the semester; one that involved the use of technology and the other without. The rules that went along with the lesson plans were as follows: the speaker is supposed to act out the lesson that they have prepared and their classmates were supposed to act accordingly to what grade level the lesson pertained to. Lastly, during the presentations, the students were to write three good qualities the speaker or the presentation had. In addition, they had to write one wish which was something a student thinks would make the lesson better. For the first project lesson I constructed, I incorporated the use of technology to discuss the identification and use of monochromatic colors for the sixth grade level.
During the time I was journaling for this project, I misinterpreted the focus. Instead of the group doing this project together, we have each been working at different paces if you will. So, in consideration of the directions for this summary, I cannot rightly say that we agreed together for two weeks on this experience, and in so doing may have come to a different end result than if we had agreed. With that in mind, I have decided to include excerpts from my journal within my overall response to the project, along with reflection and insight into specific instances that stand out in my mind.
...t the last year of high school would be less agonizing without a laborious issue such as a Culminating Project, to attend to. Therefore, these points have been covered: what the project is, examples of different advocators of the project, and the different viewpoints of why it is useful verses why it is not. Hopefully, this can change the ideals and opinions of the administrators and enforcers of the Senior Project, to consider what a hindrance it is.
Analyzing a project that went badly can help minimize the chances the same mistakes are made in the future. It should be noted that in hindsight it is always easier to identify what could have been done better. It is therefore critical to recognize the important parts a leader plays before things begin to go badly.
When looking back over the course as an entity, I enjoyed the videos and reflections. I feel I have learned the most through this homework assignment. The videos gave me the opportunity to be able to put the techniques I learned to action. I loved how I was able to self reflect on my video and learn more about myself as a counselor through this. Also, I think the class feedback checklist was very helpful. When tying my reflections, I would reflect
When working on a group project there are certain skills that are required to make sure that the tasks are being carried out smoothly. With that in mind, it is critical to keep an open line of communication along with a certain level of understanding of the other individuals in the group. The following scenario is of a group project I was a part of that had a breakdown in the two points expressed above.
In a team-oriented setting, everyone contributes to how well the group succeeds overall. You work with fellow members of the group to complete the work that needs to be done. Having the right people in the correct roles is an important factor in measuring the success of a team, where you are united with the other members to complete the main goals. Every group is made up of definite strengths and weaknesses. Our team's 3-5 major strengths necessary to work accordingly consist of Informer, Summarizer, Orienter, Piggy-Backer, and Encourager. One of our strengths as a team is that we get input from everyone involved. Every member of our team is a leader in some way. Part of being a good leader is knowing how important it is to receive the best ideas from each member of their team. We attend group meetings where we discuss any challenges, issues, and problems. At these meetings, we often exchange ideas or brainstorm new ones with each other and come up with the best and most creative team solutions as potential answers to those perceived problems.
Identify and address staff assumptions about norms, values, and beliefs related to learning. Be sure to make it clear what your expectations are in regards to learning and participating in the project.
In reflection on my learning experience in the group class, I have gained clarity on what sorts of competencies of facilitating group therapy, as well as in what areas social workers and students tend to feel most strong in my practice. Regarding my specific gains in competencies, I feel that I learned the most and was most likely to gain specific group facilitating competencies at the weekly class. Learning in group class is taught me the tools to use to work with groups therapy, communities and also with individuals through the process of changes. In this past three months I think a lot of opportunities have been created to shadowing with (beside and behind) and being a part of group members to learn. In addition, this class has taught me about the skills and how effectively help
After doing the lesson, I felt that many things went well. According to the class evaluations and observation, the class really enjoyed the 4 different explore sound stations. The stations allowed for self-discovery, but were also structured enough for the teacher to have control. Classmates also liked the pictures that went along with the vocabulary terms. I think we did well with monitoring the students. We made sure the students were ready to continue to the next thing by having them give us “a thumbs up/ thumps down”. Lastly, I thought we did a great job at starting the lesson off strong with an engaging activity with the various sounds played from a cellphone app. It caught their attention and got them curious as to what
Throughout this term, my fellow classmates and I have had a chance to participate in a group project with two or three of our peers. The general topic was a vivid problem in a industry. Our class had a very wide and diverse sets of topics: from Styrofoam, to industrial hacking, to corruption in an influential international organization like FIFA, and so many more. Our group decided to develop a project named “Outsourcing and the price we pay for brands”. The name itselves is somewhat self-explanatory, however the problem is so much more complicated and interesting. In this paper, many struggles and concerns, of the group and of my my own, will be unfolded as I reflect the progress of this project.
All in all, I felt that this lesson implementation was a good experience for me, I learned a lot from last semesters practicum, and feel more comfortable teaching the children while being observed and am able to manage the class much better, although I am still quite nervous, which is something that I will continue to work on.