For me, the most challenging part of managign the process will be managing the students' group work and contributions. I will need to be watching very closely and critically as to how much each group member is contributing to their task of the project. Another jey issue for me will be to make sure they are staying focused, on task, and critically astute.

The most challenging part to managing the process of student learning might be trying not to revert back to instructor/teacher from a facilitator. I am a very structured and organized person. Allowing students to direct their own learning will probably be difficult for me.

Every student involved in my PBL will be a student with a disability-actually, students with different disabilities-reading, writing, speech and language, hearing impaired and ASD to name a few. In addition, the students will be freshmen transitioning into high school. The most challenging part of managing the process and progress of student learning will be making sure that I will be able to meet the academic and environmental needs of each individual student faced with their own challenges. I will need to make sure that students do not reach a frustration level due to their disability that may cause them to shut down and not complete elements of the project.

•What may be the most challenging part to managing the process of student learning for your project?
The most challenging part to managing the process of student learning will be to monitor and regulate-- keeping ALL students on task and teaching them to work indpendently when they're used to a more passive role in the classroom. I plan to use time limits and deadlines, detailed directions for time management, and daily goal sheets.

The benefits to students using a constructivist approach...The learner will (hopefully) develop skills, reflect on learing and problem solve. I am there to guide, bridge and scaffold. Learners work in groups and we all know the benefits of this style of engagement. Student questions are highly valued with the constructivist approach. Individuals are allowed to be themselves. This is all great. I understand students are to generate, discover, build, enlarge his/her knowledge base, but this is difficult to accopmlish when a student is not intrinsically motivated to do so. That 'grabber" at the beginning better be good!

The most challenging part to managing the process of student learning for my project will be keep students working together in groups and meeting scheduled deadlines throughout the process. I think they will also balk at the journeling piece but I think it's an important piece to monitoring the project.

It may be difficult to find the balance of teacher-driven management and student inquiry. How much teacher direction is appropriate or needed? The students should have as much control over the project process as possible, but I imagine that it will fall apart if the teacher isn't there to give direction when needed. Regular conferences and check-in will become a critical part of keeping things moving and making sure everyone is productive. I need to keep in mind that this is theirs and not mine.

I think the most difficult part of managing the process for me will start with finding someone willing to try taking on a project not created by them. If I were teaching the project, I see several areas that would be very difficult as far as management goes. First, start with interviewing other teachers, I would need to trust the groups to manage themselves and be self-directed learners. Tehn, as far as researching myths and rumors, I would have to train and trust students to be on task. I would have to be able to direct them to reliable and valid sources, answer difficult questions about sometimes obscur sources, or direct them to people who could answer questions that I might not know the answers to. Managing a website would require vigilance and a lot of communication with the administration and parents about first amendment and safety issues as well. All those things fall under digital citizenship and need to be taught, but they are also weighty responsibilities.