EDUC 6713-D-2 Application two: Developing your personal GAME plan
Goal #1: Facilitate and inspire student learning and creativity by promoting student reflection.
From NETS-T (ISTE, 2008)
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. C) Teachers promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative process.
GAME Plan
Set goals
I want my students to participate in a discourse about issues raised in the literature assigned to be read both in and out of class by using digital-age tools. I want my students to do more critical thinking on their own beyond the discussions I lead in class. I have a class webpage capable of hosting a discussion board but I do not utilize this. I want to utilize this tool for responses that go beyond the basic writing assignments and discussions of class.
Take action
In order to make this successful, I will first need to refine my class webpage and set up the discussion board section on the webpage. I will need to have all the students register as a student user with the webpage host. I will walk the students through this process in class. I will next introduce my students to discussion posting with an initial post assignment. Once they have learned to make a post on the board, I can then make discussion assignments in which they respond to prompts from the literature we are studying. In addition to their posts, I can also require my students to respond to other students’ posts as well.
Monitor
As I begin making these discussion post assignments, it will be important for me to make sure I am making progress toward my goal (Cennamo, Ross, & Ertmer, 2009). I will need to set aside a specific time to review and respond to students’ posts and their responses on others’ posts. I will need to check with any students who do not post or respond to be certain they understand the assignment and the method of using the technology.
Evaluate and extend
I will need to get feedback from the students themselves. Through discussions, peer evaluations, and even surveys, I can assess the success of the assignments and the benefits the students glean. If the discussion posts seem to be moving me to my goal, I can extend this assignment to perhaps having other classes participate in our discussions through the webpage as well as parents and other teachers. I could also extend this by branching out to a blog rather than just the discussion board. I will need to check in frequently with my students to not only make certain I am achieving the goal, but also to see if any adjustments or changes are needed (Laureate Education, Inc., 2010).
From NETS-T (ISTE, 2008)
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. C) Teachers promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative process.
GAME Plan
Set goals
I want my students to participate in a discourse about issues raised in the literature assigned to be read both in and out of class by using digital-age tools. I want my students to do more critical thinking on their own beyond the discussions I lead in class. I have a class webpage capable of hosting a discussion board but I do not utilize this. I want to utilize this tool for responses that go beyond the basic writing assignments and discussions of class.
Take action
In order to make this successful, I will first need to refine my class webpage and set up the discussion board section on the webpage. I will need to have all the students register as a student user with the webpage host. I will walk the students through this process in class. I will next introduce my students to discussion posting with an initial post assignment. Once they have learned to make a post on the board, I can then make discussion assignments in which they respond to prompts from the literature we are studying. In addition to their posts, I can also require my students to respond to other students’ posts as well.
Monitor
As I begin making these discussion post assignments, it will be important for me to make sure I am making progress toward my goal (Cennamo, Ross, & Ertmer, 2009). I will need to set aside a specific time to review and respond to students’ posts and their responses on others’ posts. I will need to check with any students who do not post or respond to be certain they understand the assignment and the method of using the technology.
Evaluate and extend
I will need to get feedback from the students themselves. Through discussions, peer evaluations, and even surveys, I can assess the success of the assignments and the benefits the students glean. If the discussion posts seem to be moving me to my goal, I can extend this assignment to perhaps having other classes participate in our discussions through the webpage as well as parents and other teachers. I could also extend this by branching out to a blog rather than just the discussion board. I will need to check in frequently with my students to not only make certain I am achieving the goal, but also to see if any adjustments or changes are needed (Laureate Education, Inc., 2010).
Goal #2: Design and Develop Digital-Age Learning Experiences and Assessments by customizing and personalizing learning activities.
From NETS-T (ISTE, 2008)
2. Design and develop digital-age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. C)Teachers
customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
GAME Plan
Set goals
I want my students to make connections to the real world while they expand their understanding of the literature works we read. I realize that my students have varied learning styles and do not all learn the same way. In order to reach all my students, I must develop assignments that will appeal to their different learning styles and strategies. I also have a goal of my students completing assignments with digital-age technologies to make their reading and the assignments more relevant to their world (Laureate Education, Inc., 2010).
Take action
In order to help my students make more relevant connections as they delve deeper into the reading, I want to assign my students activities and projects that relate their varied learning styles. I would like to have my students develop and post podcasts that can be accessed online by other classes. I want my students to use digital media such as Web 2.0 tools to complete assignments from our literature. One such thing I could have them do is to actually design a webpage about the novel using web design software. I could also have my students create videos to be uploaded to the internet.
Monitor
As I work to develop assignments for my students that promote understanding of the literature while presenting relevance to the digital world, I must monitor whether or not I am actually achieve this goal Cennamo, Ross, & Ertmer, 2009). If I am not finding the interest level, I will need to make modifications.
Evaluate and extend
Once I am satisfied that the assignments I am making appeal to the students learning styles as well as their interests engaging them in the learning, I will need to assess the assignments ability to achieve comprehension of the objectives with the literature. If there is not an acceptable level of comprehension in the objectives, I may need to modify the assignments to better focus on and target the desired learning. When the assignments are successful, these could be extended to connect with students in classes from other parts of the country studying the same works.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom
Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:
Wadsworth, Cengage Learning.
ISTE. (2008). The ISTE NETS and performance indicators for teachers (NETS-T). Retrieved
Laureate Education, Inc. (Executive Producer). (2010). Program 1: Promoting self directed
learning with technology. [DVD]. Integrating technology across the content areas. Baltimore,
MD.
Wesley,
ReplyDeleteLike you, I would like to be more committed to a classroom discussion board. I previously set up a class NING, but this year it is no longer free so I let it go. Even then, I was bad about staying up-to-date on posts and I never used discussion posting as a requirement for students. Something that relates to both your goals, this year I am putting more energy into VoiceThread and using that platform for weekly posts and discussions. For example, this week I posted a TED talk (www.ted.com) and an associated question. My students were required to log in and watch the talk and post a response; the objective was for them to interact with media literacy. Additionally, they had to type up a three-paragraph reflection that tied the talk into our current novel and writing units. As mentioned in your post, the next step is to assess the posts; your plan to set aside time is a great action-item. I have found that since the posts are online (and not in a stack on my desk), they are easy for me to overlook and my timely feedback lags. Incorporating a small written piece to accompany their VoiceThread responses is my new tactic to keep ME on task – fingers crossed! Even through all the challenges, the learning provided through an interactive discussion board is relevant to 21st century learning and connects students to the world (Prensky, 2008). I find it useful to stay ahead of the curve; when I create assignments that integrate technology my students have not used in other classrooms, I immediately grab their interest and have an even greater chance of “turning on the lights” (2008, p 45).
Good luck with your goals!
Best,
Melissa
References:
Prensky, M. (2008). Turning On the Lights. Educational Leadership, 65(6), 40-45. Retrieved from Academic Search Complete database.
Wesley,
ReplyDeleteAs a language arts teacher who is constantly trying to get my students to engage in critical thinking beyond the classroom I understand the need for and encourage you to reach your goal! It is our job as educators to help students become lifelong learners who are self-directed and critical thinkers, but the short time we have with them in class makes this task a difficult one. With technology used during class and after, students have a way of connecting to the outside world and can experience the skills necessary to succeed for their futures (Prensky, 2008). Educators have the opportunity to engage their learners in a lesson by giving them access to people and resources that would not be possible otherwise (Cennamo, Ross, & Ertmer, 2009).
Your action plan appears solid. As a suggestion, during the monitoring phase maybe you can hold an informal discussion during class about a new discussion topic that they have not written about yet. Calling on different students and allowing volunteers to add their thoughts and opinions might give you a glimpse into whether or not the students’ critical thinking skills are progressing. Of course, this is not incorporating technology, but the steps leading up to this quick monitoring checkpoint have. The in-class discussion would be a simple way to see if critical thinking skills are strengthening. If some students are too shy or prefer to write their answers, maybe you could give the class a few minutes to write their answers down, crumple up the paper, then toss into the middle of the room. By picking up and reading random student answers, even more critical thinking might be sparked. Then, you can return to the discussion posts and follow-up using technology tools that help keep the lesson current (Laureate Education, Inc., 2010).
Connie
6th SS/LA
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom
Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:
Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2010). Program 3: Enriching content area learning experiences with technology: part 1. [DVD]. Integrating technology across the content areas. Baltimore,
MD.
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.
Wesley,
ReplyDeleteAs I read through your GAME plan I was immediately struck by how well thought out it was and how it could really make a difference in a classroom. The two goals that you chose are the same two that I choose in my own plan and the ones that I feel are the best suited to making a difference in the classroom. Here are my specific thoughts regarding your GAME plan.
For the first goal, I like the idea of using the class webpage as a tool for classroom usage. Collaboration among students will help them to build teamwork and technical skills as well as linking nicely to the first goal of facilitating and inspiring student’s creativity (National Education Standards for Teachers, 2008). Your plan follows the students from teacher modeling through independence thereby teaching and reinforcing their skills. You check for both understanding of the topic and the technology and allow for expansion to an actual Blog once the students have mastered their work on the website. Students working together will add more creativity to any project and also help provide students with the skills necessary for success in the workplace and their personal life after high school (Cennamo, Ross, & Ertmer, 2009). Every step from the actions you will take to the evaluation of your success match closely to the overall goal.
For the second goal I feel your strength lies in the fact that you will be making connections to the real world and accommodating different learning styles. I think that the technology tools that you have chosen will allow each student to put forth their best efforts and show exactly what they can do using your content. Your work allows for the students to learn the strategy and then expand their knowledge into something deeper and greater using technology as a springboard (National Education Standards for Teachers, 2008).. This works nicely as the students can begin with simple Podcasts and then go a step further and create their own Webpages. Your actions fit in nicely with your second goal of gaining knowledge to develop digital learning experiences and will help you to build stronger technological skills.
Randy
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful
classroom use: A standards-based approach. Mason, OH: Cengage Learning
National Education Standards for Teachers (NETS-T). (2008). retrieved November 9, 2010 from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Melissa,
ReplyDeleteThanks for the comments. I'd really like to know more about VoiceThread. Just reading your comment, I think it is definitely something I could use. Honestly, it may really be what I need to grab my students. Obviously I wouldn't want to use it with every work we read, but like you said, I need to try to do things with my students that they haven't already done. My biggest concern is doing things that will acutally be similiar to things they will likely do in the world after high school or better yet things they may already do in their own life. Coupled with that concern though is creating assignments that will not be too much teaching them how to do the assignment so that it overshadows the point of the assignment.
Anyway, thanks Melissa. I would like to talk to you more about the VoiceThread stuff. Do you suggest I start by going to Ted.com first? Looking forward to more info. Thanks again,
Wesley
Connie,
ReplyDeleteDo you use any particular kind of online discussions? One of my fears is the ever-present lazies who don't do anything for themselves, even thinking, simply reading the other posts in the discussion board and making a post from those without having to read or do any thinking/processing. I wonder if I need to try to find a way to make the posts something that only I could see. The problem with that is doing so would eliminate any chance of students responding to others.
I do appreciate your suggestions about the in-class post discussions. I really need to do more of that. Even if it means the students who don't put forth effort riding on the coattails of those who do. You are right, those discussions can indeed generate more critical thinking. Thanks so much.
Let me know what you think about the format for the discussion board.
Wesley
Randy,
ReplyDeleteThanks so much for the comments. It may sound cliché, but it really means a lot for a colleague and fellow scholar to read through my blog post and break it down. I am sure I am not the only one, but with assignments such as this application, I really need some affirmation that I’m not just way out there nor am I doing anything too simple.
Do you have any experience with making web pages? That is, do you have any suggestions what to use? I have done some stuff with PageMaker but I’m not sure if that is the way to go. I think I could get our webmaster to set me up with a space on the high school’s site to place my students’ pages. I do worry I may spend so much time teaching them how to use the software that I will have to sacrifice time I can allot for the students to work on the pages. Any suggestions?
Thanks again for the comments and encouragement. It means a lot.
Wesley
Wesley,
ReplyDeleteI struggle with the same thoughts that I may not be on the same level as my peers, I think we all have the same doubts at one time or another.
Sadly, I have minimal experience making webpages, only what I have learned on my own though experimentation. Often when changing the class webpage I utilize the technology administrator or even some of my own students. I continue to grow in my own skills but I still have alot to learn. I'm sure over time I will get better.
Randy
Wesley,
ReplyDeleteI always love reading your responses, and I feel that I have a lot to learn from your insights in regards to teaching. I want to make a quick comment on the Monitoring aspect of your goals. First of all, the most important fundamental of teaching is making sure that your students understand the material. Obviously, there are several ways of doing this, but I think the most logical way is to ask the students and receive their input. Also, taking the time to reflect on a particular lesson plan or unit is very important because it gives us time to figure out what went well and perhaps what needed to be improved (Cennamo, Ross, & Ertmer, 2009). Also, we all need time to sit down and reflect. The problem is, when does this get done? With the sometimes helter-skelter of the daily routines, it is difficult for teachers to have the time to do this. Good luck in everything.
Mike Palo
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.