The focus of my GAME plan is on the ISTE Standard proficiency
indicators 2.a., 2.b., and 3.b., which entail designing learning experiences
that incorporate digital tools and resources into the classroom, enabling my
students to become more self-directed learners in a technology rich
environment, and to communicate with students and community effectively using a
variety of digital media (ISTE, 2008). I
have gained a lot of knowledge and have connected with a lot of great resources
while working on my GAME plan, however, it is almost too much information. I have learned that using my Delicious
account, a social bookmarking tool, to keep my resources organized is a
must. I have also learned that when
planning lessons, using backward design is a must, in other words, start with
the standards, determine how you will assess students, and then design your
lessons. Lastly, I have discovered that
technology is a wonderful tool, however, it is most effective when it is used
to enhance student learning.
Technology in the
classroom is an evolving entity that requires teachers to keep up with rapid and continuous change. Becoming aware of the steps that a
self-directed learner must take to keep up with change and meet the needs of students
in this ever-changing environment is the best thing a teacher can do (Cennamo, Ross,
& Ertmer, 2009, p. 7). Learning
about the GAME plan facilitated self-awareness in my own learning and has
initiated true change in my approach to teaching. I set specific goals to improve my teaching
and incorporate quality experiences with technology into my classroom practice
that would directly benefit my students.
One of the goals I set was to design lessons that incorporated digital
tools and resources into my classes. I
use a social bookmarking tool called Delicious to organize and tag all of the
resources I have found to enhance student learning. I have made a lot of progress in organizing
my bookmarks and have categorized them according to content. This tool has enhanced my teaching
tremendously because I can access resources quickly and efficiently and design
lessons that incorporate technology that is free. One of my goals was to make my classroom a
technology rich environment and I am well on way toward reaching that goal.
Another goal I had was to
enable my students to become self-directed learners. One of the adjustments I have made to my
instructional practice is directly related to my use of Delicious and my
awareness of the GAME plan. If I want my
students to be self-directed learners, I need to model what that looks
like. Think-aloud mini-lessons that
explicitly demonstrate how to use a tool and what kind of critical thinking is
required to do that will scaffold the learning of my students (Cennamo et al,
2009, p. 154). Engaging students in
their own GAME plan can scaffold the learning process as students monitor and
evaluate their own learning. Another
adjustment I have made to scaffold the learning process of students and to help
me monitor their learning is to incorporate the use of a reflection journal during
inquiry projects (Laureate Education, Inc., 2009a). I incorporated this into all three of my unit
lessons and found that it vastly improved my ability to monitor and evaluate
student learning and to provide more effective and immediate feedback. I believe this helped my students monitor and
evaluate their own learning as well.
It is also extremely
important to use backward design when
planning lessons. I learned that I need
to start with the standards and then use student data to inform my
instruction. This required me to adjust
my approach to planning lessons and think more carefully about whether the
technology I am using will meet the diverse learning needs of my students
(Cennamo et al, 2009, p. 115). Universal
Design for Learning gives kids alternatives for obtaining and demonstrating
knowledge and skills and provides flexibility and accessibility for all (Cennamo
et al, 2009, p. 115). I had never really
thought much about this before, I am ashamed to admit that I used my
educational assistant to work with some of the lower performing students, but
never considered how technology could benefit these students. I now carefully consider how to group me
students based on the standards they must master, learning needs and ability, and
available technology. This made a big
difference in my unit lesson for historical architectural styles.
I was quite surprised when my EL student, whose language skills are
fairly low, put together an impressive video of local architecture.
Lastly, I set a goal for
communicating effectively with students and community using digital tools. I have researched teacher blogs and websites
and have gathered the necessary information.
I am in the process of completing a storyboard to organize my website,
which is something I never would have thought of without this class (Laureate
Education, Inc., 2009b). I have also
started pulling together a plan for sharing my work using an e-portfolio as it
will keep me more actively engaged in my learning long after this class is done
(Lambert, DePaepe, Lambert, Anderson, 2007).
In conclusion, I feel like
there is no way that I can do justice to the amount of knowledge and practical
application to the classroom learned in this class, however, I now actively use
the GAME plan to set goals, take action, monitor and evaluate my own learning
as well as that of my students. I have
adjusted the instruction in my teaching practice by using standards and student
data to inform that instruction and intentionally provide a variety of digital
tools to enhance content and the learning of all students. Allowing students some flexibility to choose
which media tools they prefer to work with and providing scaffolds in the form
of rubrics and checklists to help students monitor their learning along the way
are all strategies I have learned in the course. The bottom line is that modeling and
scaffolding a strategy like the GAME
plan will ensure that I stay up-to-date in this ever-changing world and my students
will be successful in the 21st century workplace.
References:
Cennamo,
K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful
classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage
Learning.
Lambert,
C., DePaepe, J., Lambert, L., & Anderson, D. (2007). E-portfolios in
action. Kappa Delta Pi Record, 43(2), 76–81. Retrieved from the ERIC database.
Laureate
Education, Inc. (Executive Producer). (2009a). Video Nine: Spotlight on
Technology: Problem Based Learning Part Two. [DVD] Supporting information
literacy and online inquiry in the classroom. Baltimore, MD: Author.
Laureate
Education, Inc. (Executive Producer). (2009b). Video Thirteen: Spotlight on Technology: Digital Storytelling Part Two. [DVD] Supporting
information literacy and online inquiry in the classroom. Baltimore, MD:
Author.