Time has always been an issue with me to get the most important and urgent tasks that I need to get done, completed. Yet, despite how hectic my schedule is, and no matter how busy I become close to the end of the academic year, it is my responsibility to find the materials that I need to meet the learning goals of my GAME plan as number one priority.
The information that I need and the cited resources that I have already bookmarked and recorded manually, are not difficult to access. Their degree of user-friendliness is not going to prove too challenging to me because I have already printed out and have begun perusing several pages of tutorials to improve my lesson designs, my recording of student data for grading and analysis and my presentation of my lessons.
I realize that I will need to modify my action plan. Prior to my students' departure from school for their summer break, I need to begin to alert them to my plan to have them set personal academic achievement goals for the commencement of the new term, effective September 2010. I intended to do this aspect of the plan in the upcoming new semester, but in order to make the experience a real, relevant and engaging task, I plan to encourage them to use their summer break to reflect on their learning and begin to make preparations for it.
I also need to prioritize my goals from what is most urgent and important to that which is least important and urgent. This approach will allow me to manage the mammoth task of my GAME plan in small, workable steps. Consequently, my new questions of interest have me deliberating on whether my Internet searches for tutorials, graphic organizers for goal setting and applicable learning and teaching strategies are the only ways in which I can achieve my goals? Is there an option that I am missing that I could also consider to integrate in my quest?
In conclusion, I have learned that this process of creating and implementing a GAME plan requires a lot of thought, interest and effort, and motivation.
Reference
Cennamo, K., Ross, J., & Ertmer, P. (2009). Chapter four. Technology-enriched learning environments. Technology integration for meaningful classroom use. Mason, OH: Cengage Learning
Thursday, May 27, 2010
Wednesday, May 19, 2010
Keeping Tabs on my GAME Plan
As I continue to muse on my GAME plan, several crucial factors stand out as being urgent and important.
My first major concern is the availability of resources and information that I need to accomplish my goals. I have already bookmarked websites that will provide me with learning and teaching strategies that can understood and adopted by my students as they learn to identify their learning styles. I have recently included the CAST website as another tool that can assist me in “customizing and personalizing” learning for my students. It has provided additional websites that can readily be incorporated in my lessons, especially as it relates to integrating technology.
Apart from these sources, the resource of time is my only other concern. I foresee myself spending a lot of time on the computer, particularly the Internet, learning about these resources. This does not include the additional time needed to learn how to use the resources so that I can, in turn, instruct my students on how to use them, as well as how to implement the materials appropriately in my lesson plans. Most of the Internet materials are readily downloadable, free of cost, free and available to all, and needing only an Internet connection.
My main learning strategy is that of discovery learning and the computer will be the means by which this will be facilitated.
I have been rationalizing the steps that I need to take to carry out my goals in my mind. What I know that I need to do is to begin organizing the websites in rank order of most helpful to the least helpful. I also need to have my curriculum plans in place to appropriate the respective resources to the content that needs to be covered on a termly/semesterly basis.
These are just a few considerations that I need to address as best as possible.
References:
CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author
Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore: Author.
My first major concern is the availability of resources and information that I need to accomplish my goals. I have already bookmarked websites that will provide me with learning and teaching strategies that can understood and adopted by my students as they learn to identify their learning styles. I have recently included the CAST website as another tool that can assist me in “customizing and personalizing” learning for my students. It has provided additional websites that can readily be incorporated in my lessons, especially as it relates to integrating technology.
Apart from these sources, the resource of time is my only other concern. I foresee myself spending a lot of time on the computer, particularly the Internet, learning about these resources. This does not include the additional time needed to learn how to use the resources so that I can, in turn, instruct my students on how to use them, as well as how to implement the materials appropriately in my lesson plans. Most of the Internet materials are readily downloadable, free of cost, free and available to all, and needing only an Internet connection.
My main learning strategy is that of discovery learning and the computer will be the means by which this will be facilitated.
I have been rationalizing the steps that I need to take to carry out my goals in my mind. What I know that I need to do is to begin organizing the websites in rank order of most helpful to the least helpful. I also need to have my curriculum plans in place to appropriate the respective resources to the content that needs to be covered on a termly/semesterly basis.
These are just a few considerations that I need to address as best as possible.
References:
CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author
Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore: Author.
Friday, May 14, 2010
Having a GAME plan
I am a self-directed, creative life-long learner. In retrospect, I have always been self-motivated, determined and self-driven to learn new things. Every year I have a personal goal to learn a new skill and my interests include music, drama, writing, teaching and technology. Since my high school years, I have recognized my unique way of learning. The use of graphic organizers have facilitated my academic development and now, the use of varied computer softwares and other technological gadgets such as ipods and digital cameras have propelled me into an era that has awakened my interests in all things technological. Hence the National Educational Technology Standards for Teachers (NETS.T) for which I will be creating a GAME plan is number two: Design and Develop Digital-Age Learning Experiences and Assessments.
The Performance Indicators that I shall be addressing are (b) and (c): Teachers develop the technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning and assessing their own progress as well as customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
My GAME plan is as follows:
1. Set Goals
I want to know how to develop a technology-enriched learning environment – what is it that I should consider and think about to develop such an environment so as to stimulate my students to talk about their individual curiosities. I want to be able to pay attention to their voiced curiosities and have it recorded and stored as a digital file or as a hard paper copy to which I can reference. I want to know how to model to my students the steps involved in setting their educational goals and how they can manage and assess their own learning. I already know a simple way to set personal goals, but I want to be able to modify it to incorporate the management and assessment aspect for the benefit of my students. I want to be able to use a strategy that can be customized and personalized to help students identify their own learning styles. I want to be able to model to my students how they can utilize various strategies to help them learn subject matter at their own pace. I want to be able to help my students to become, in a timely manner, independent of me in helping them self-assess. I know that I can get quantitative evidence in the form of grades, but I also would like to know how to create anecdotal notes on each student.
2. Take Actions
I plan to search the Internet for tutorials on how to use basic word processing software such as Excel or Chat room in my teaching. I also plan on collaborating with the school’s IT personnel to brainstorm with me about programs or gadgets that I can use to create a technology-enriched learning environment. I plan on learning via discovery how to manipulate the available technological devices at my school prior to their use in and introduction to my students. I plan on searching the Internet for learning and teaching strategies that can be used to help me model and provide my students with materials that will help them set goals, identify their learning styles, engage in self –monitoring and self-assessment.
3. Monitor
I will continually question if my chosen actions are addressing my goals. I will question whether or not my course of action is really providing me with the information that I need to provide an environment wherein students’ learning curiosities are being addressed and if they are becoming skilled at managing and assessing their own learning. If my course of action is not addressing my goals, then I will revamp it and brainstorm for a better solution.
4. Evaluate and Extend
I plan on creating a personal checklist that I will use to evaluate whether my actions are working. If I find that my courses of actions are thwarted somehow, due to lack of specific details or lack of assistance from human elements, then I will adjust and find an alternative source of help or information. I shall store all data on my computer or have them printed out and readily to be used, when needed. If my course of action produces the desired result I need, then my students will definitely benefit from my preparations.
Reference
Cennamo, K., Ross, J., & Ertmer, P. (2009). Chapter four. Technology-enriched learning environments. Technology integration for meaningful classroom use. Mason, OH: Cengage Learning
The Performance Indicators that I shall be addressing are (b) and (c): Teachers develop the technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning and assessing their own progress as well as customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
My GAME plan is as follows:
1. Set Goals
I want to know how to develop a technology-enriched learning environment – what is it that I should consider and think about to develop such an environment so as to stimulate my students to talk about their individual curiosities. I want to be able to pay attention to their voiced curiosities and have it recorded and stored as a digital file or as a hard paper copy to which I can reference. I want to know how to model to my students the steps involved in setting their educational goals and how they can manage and assess their own learning. I already know a simple way to set personal goals, but I want to be able to modify it to incorporate the management and assessment aspect for the benefit of my students. I want to be able to use a strategy that can be customized and personalized to help students identify their own learning styles. I want to be able to model to my students how they can utilize various strategies to help them learn subject matter at their own pace. I want to be able to help my students to become, in a timely manner, independent of me in helping them self-assess. I know that I can get quantitative evidence in the form of grades, but I also would like to know how to create anecdotal notes on each student.
2. Take Actions
I plan to search the Internet for tutorials on how to use basic word processing software such as Excel or Chat room in my teaching. I also plan on collaborating with the school’s IT personnel to brainstorm with me about programs or gadgets that I can use to create a technology-enriched learning environment. I plan on learning via discovery how to manipulate the available technological devices at my school prior to their use in and introduction to my students. I plan on searching the Internet for learning and teaching strategies that can be used to help me model and provide my students with materials that will help them set goals, identify their learning styles, engage in self –monitoring and self-assessment.
3. Monitor
I will continually question if my chosen actions are addressing my goals. I will question whether or not my course of action is really providing me with the information that I need to provide an environment wherein students’ learning curiosities are being addressed and if they are becoming skilled at managing and assessing their own learning. If my course of action is not addressing my goals, then I will revamp it and brainstorm for a better solution.
4. Evaluate and Extend
I plan on creating a personal checklist that I will use to evaluate whether my actions are working. If I find that my courses of actions are thwarted somehow, due to lack of specific details or lack of assistance from human elements, then I will adjust and find an alternative source of help or information. I shall store all data on my computer or have them printed out and readily to be used, when needed. If my course of action produces the desired result I need, then my students will definitely benefit from my preparations.
Reference
Cennamo, K., Ross, J., & Ertmer, P. (2009). Chapter four. Technology-enriched learning environments. Technology integration for meaningful classroom use. Mason, OH: Cengage Learning
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