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
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Jewel,
ReplyDeleteI definitely think you are on the right track. The fact that you are giving your students the opportunity to learn about your plan before next year is helping to set them up for success. Plus, maybe they can alert you to any hurdles or trepidation they see before the next school year. You are enabling your students to learn how to support one another and it gives you the opportunity to open new avenues and learning for them (Cennamo, Ross,& Ertmer, 2009). It appears that your GAME plan is becoming a reality as you continue forward.
Thanks!
Cennamo, K., Ross, J., & Ertmer, P. (2009). Chapter four. Technology-enriched learning environments. Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.
Thanks, Christina.
ReplyDeleteThe year group that I intend to work with re: my GAME plan is my Year 10 group who will be advancing to Year 11 by September 2010. I have targeted three students out of the 15 to accelerate them a year ahead of their time to sit their Year 12 English CXC exams at the end of their Year 11 final term by June 2011.
It is urgent then that they are exposed to as many learning strategies as possible to facilitate the new pace at which they will be taught. Hence, if I start the process of goal setting, highlighting the needs of the three students, then all students will see the need to become more serious about learning and hopefully, they will be motivated and excited to learn content within a skills-based context. I do anticipate that as the technology is integrated in the learning, I will get a better response from my students.
Thanks again for your input.