Never have I created such a specific, purposeful goal plan as I have for this course. The GAME Plan I created was a living, breathing document, because I continually took steps to improve my plan (Cennamo, Ross, & Ertmer, 2009). As I learned the steps to implement my plan, I learned the value of having students create their own unique GAME plans (Cennamo, Ross, & Ertmer, 2009). In my classroom, I will provide this process for my students, because I have experienced first hand the growth that can be attained. When a person creates specific goals, writes steps to put the goals in action, monitors the goals, revises the goals, and evaluates their effectiveness, reflection is required (Cennamo, Ross, & Ertmer, 2009). Learning the value of reflection has taught me the importance of requiring this level of deep thinking for my students on a daily basis. At the end of every period, I will have my students reflect upon their mastery of the content objectives. I want to provide this depth of learning every day in my classroom.
One way to increase motivation, creative thinking, and authentic learning experiences is to provide opportunities for students to use technology in the classroom (Cennamo, Ross, & Ertmer, 2009). According to Bray, Brown, and Green (2004) “By providing all students with access to technology in the regular classroom, you are also providing them with opportunities to gain skills that will serve them well after they leave school” (p.2). I have taken in all of the learning from this course, committing to providing these real learning experiences for my students. I want to thoughtfully create lessons that not just integrate technology but find the perfect technologies to enhance my learning objectives. I will start by integrating the technology I know how to do, like wikis and blogs, and I will begin by adding small steps. Peggy Ertmer spoke to me when she mentioned that teachers can start with previous lessons and add valuable tools little by little (Laureate Education, 2009). I will put my GAME plan into motion this coming week, and I will begin applying what I learned from this class to make my classroom a 21st century classroom.
References:
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.
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). (2009). Integrating Technology Across
the Content Areas: Assessing Students Learning With Technology. Baltimore:
Author.
Saturday, August 14, 2010
Reaching and Engaging All Learners Through Technology Reflection
I learned so much in this class that I will remember for the enhancement of my classroom. In this class, we were able to collaborate on a social networking site with a small group on www. ning.com. On this website, we posted resources for one another that would help the diverse learners within our classrooms. In the upcoming year, I will use these valuable resources to provide unique learning experiences for individual students. Within our social networking group, teachers teaching a variety of subjects all came together to support one another with resources that would help learners with varying backgrounds, learning preference, ability levels, and interests. Since I have many English language learners in my classroom, I will use websites posted on the social networking site by the ESL teacher to further my students’ development. I especially liked the site at www.brainpop.com, because it provides visuals, videos, and quizzes in a fun way. I learned from Bray, Brown, and Green (2004) that “technology can provide the teacher with tools that can facilitate assistance, remediation, or extended learning” (p. 16). Students with a variety of differences need “multiple ways of accessing content, multiple means for expressing what they learn, and multiple pathways for engaging their interest and motivation” (Howard, 2004, p. 26-27). The resources learned from this class and posted on my social networking site provide for students to learn in a way that meets his or her needs.
Based on research, learners learn in a different way. In fact, no two brains are exactly the same (Rose & Meyer, 2002). In my classroom, I will take measures to customize learning for my unique students. In this class, I created a survey. I will have students take this survey within the first week of school to learn more about each student right from the start. The questions vary to find out more about each student’s background, learning profile, multiple intelligence, and interest. From what I learn, I will be sure to create instruction that enhances learning for the various learners in my classroom, provide opportunities for choice, and allow student products to be geared to their preferences. With the Universal Design for Learning in mind, I must remember to remove the barriers for my students, providing a classroom that is flexible (Cennamo, Ross, & Ertmer, 2009). I am excited for the upcoming year, because I know that I am motivated to apply my knowledge from this class to meet students where they are as individuals.
References:
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.
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.
Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. International Society for Technology in Education, 31(5), 26–29.
Retrieved from the ERIC database.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Based on research, learners learn in a different way. In fact, no two brains are exactly the same (Rose & Meyer, 2002). In my classroom, I will take measures to customize learning for my unique students. In this class, I created a survey. I will have students take this survey within the first week of school to learn more about each student right from the start. The questions vary to find out more about each student’s background, learning profile, multiple intelligence, and interest. From what I learn, I will be sure to create instruction that enhances learning for the various learners in my classroom, provide opportunities for choice, and allow student products to be geared to their preferences. With the Universal Design for Learning in mind, I must remember to remove the barriers for my students, providing a classroom that is flexible (Cennamo, Ross, & Ertmer, 2009). I am excited for the upcoming year, because I know that I am motivated to apply my knowledge from this class to meet students where they are as individuals.
References:
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.
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.
Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students. International Society for Technology in Education, 31(5), 26–29.
Retrieved from the ERIC database.
Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Monday, August 9, 2010
Using the GAME Plan Process with Students
Creating a specific, evolving plan has many benefits for teachers and students. I learned so much from reflecting each week on my progress towards my goals. Without the requirement to make steps in implementing my game plan, I would not have analyzed and modified my plan as intensely. Teachers have so many duties that often actual goal plans can be put in the never-ending to-do pile.
As teachers, we must create opportunities for our students to experience real goal creation. Teaching students the GAME plan will get students to set goals, create an action plan, monitor progress, evaluate and extend their goals (Cennamo, Ross, & Ertmer, 2009). Knowing the growth that I made because of a specific plan, I would like to have my sixth graders create GAME plans at the beginning of the school year. By the end of the school year, students will see so much growth as they continue to meet their GAME plan goals. Before we begin creating goals, I will have students identify what needs they have “in order to identify your [their] learning goals” (Cennamo, Ross, & Ertmer, 2009, p. 7). Students will then read the NETS-S standards on the Website for the International Society for Technology in Education (ISTE). The goals for students are supported by the goals for teachers (NETS-S, 2007). Students will each pick two goals, along with an indicator for each, for the first semester. On Kidspiration or Pixie, students will make a visual representation of their goals and the steps they will need to achieve their goals. Each step in the GAME plan will be clearly identified with titles. As students progress in their technological skills, I will most likely have students blog about their second semester goals after they reflect upon their first semester progress. I believe these activities will help students gain proficiency toward their NETS-S goals.
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.
National Education Standards for Students. (2008) Retrieved August 9, 2010. Website:http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/
2008Standards/NETS_T_Standards_Final.pdf
As teachers, we must create opportunities for our students to experience real goal creation. Teaching students the GAME plan will get students to set goals, create an action plan, monitor progress, evaluate and extend their goals (Cennamo, Ross, & Ertmer, 2009). Knowing the growth that I made because of a specific plan, I would like to have my sixth graders create GAME plans at the beginning of the school year. By the end of the school year, students will see so much growth as they continue to meet their GAME plan goals. Before we begin creating goals, I will have students identify what needs they have “in order to identify your [their] learning goals” (Cennamo, Ross, & Ertmer, 2009, p. 7). Students will then read the NETS-S standards on the Website for the International Society for Technology in Education (ISTE). The goals for students are supported by the goals for teachers (NETS-S, 2007). Students will each pick two goals, along with an indicator for each, for the first semester. On Kidspiration or Pixie, students will make a visual representation of their goals and the steps they will need to achieve their goals. Each step in the GAME plan will be clearly identified with titles. As students progress in their technological skills, I will most likely have students blog about their second semester goals after they reflect upon their first semester progress. I believe these activities will help students gain proficiency toward their NETS-S goals.
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.
National Education Standards for Students. (2008) Retrieved August 9, 2010. Website:http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/
2008Standards/NETS_T_Standards_Final.pdf
Tuesday, August 3, 2010
Revising My GAME Plan
What learning will I take with me into the four walls of my classroom? I have learned so much through the implementation of creating a real plan towards goals. The GAME plan has focused my attention to specific needs that I wanted to improve on (Cennamo, Ross, & Ertmer, 2009). Since I have seen my own growth throughout this process, I understand the benefit of having my students create game plans. There are also NETS standards for students; it would be incredible for them to experience growth toward becoming true 21st century learners. They will learn new ideas from others who comment on their GAME plan blogs, just as I have. They will experience true collaboration “and gain skills that will serve them well after they leave school” (Bray, Brown, & Green, 2004, p. 2). That is my ultimate goal; students will become self-directed learners who are able to create, monitor, evaluate, and revise their goals (Cennamo, Ross, & Ertmer, 2009).
As I looked back at the NETS-T standards, I will set a new goal. I really like standard 4 Promote and Model Digital Citizenship and Responsibility; I would like to specifically focus on indicator “b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources” (NETS-T, 2008). I have often tried to incorporate technology, but I would like to set the bar higher. There are resources available online that differentiate based on interest, readiness, and learner profiles (Laureate Education, 2009b). I want to be more purposeful in finding resources that meet the needs of students at an individual level. Technology is the tool that can help me reach this intimidating task.
After thoughtfully analyzing my goals previously set by revising and modifying them to be realistic in my own classroom, I feel comfortable with the goals set before me. Not only am I excited to start the 2010-2011 school year, but I have a clear purpose. I feel that after this upcoming school year, the NETS-T goals I set will be no longer be weaknesses but instead strengths. To improve my learning, I will take the questions I ask on my blog and post them on other educator blogging communities. I know there are resources available at my fingertips, and I need to make connections with other teachers to find the resources I need (Laureate Education, 2009a).
Resources:
Bray, M., Brown, A., & Green, T. (2004). Technology and the Diverse Learner: A Guide to Classroom Practice. Thousand Oaks, CA: Corwin Press.
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). (2009a). Integrating Technology Across the Content Areas. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009b). Introduction to differentiated instruction. Reaching and engaging all learners through technology. Baltimore: Author.
As I looked back at the NETS-T standards, I will set a new goal. I really like standard 4 Promote and Model Digital Citizenship and Responsibility; I would like to specifically focus on indicator “b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources” (NETS-T, 2008). I have often tried to incorporate technology, but I would like to set the bar higher. There are resources available online that differentiate based on interest, readiness, and learner profiles (Laureate Education, 2009b). I want to be more purposeful in finding resources that meet the needs of students at an individual level. Technology is the tool that can help me reach this intimidating task.
After thoughtfully analyzing my goals previously set by revising and modifying them to be realistic in my own classroom, I feel comfortable with the goals set before me. Not only am I excited to start the 2010-2011 school year, but I have a clear purpose. I feel that after this upcoming school year, the NETS-T goals I set will be no longer be weaknesses but instead strengths. To improve my learning, I will take the questions I ask on my blog and post them on other educator blogging communities. I know there are resources available at my fingertips, and I need to make connections with other teachers to find the resources I need (Laureate Education, 2009a).
Resources:
Bray, M., Brown, A., & Green, T. (2004). Technology and the Diverse Learner: A Guide to Classroom Practice. Thousand Oaks, CA: Corwin Press.
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). (2009a). Integrating Technology Across the Content Areas. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009b). Introduction to differentiated instruction. Reaching and engaging all learners through technology. Baltimore: Author.
Wednesday, July 28, 2010
Evaluating My GAME Plan
Since school is approaching quickly, I will be able to begin a better evaluation of my plan then. As for now, my plan has been thoughtfully planned according to the GAME plan criteria (Cennamo, Ross, & Ertmer, 2009). “During the evaluating stage, you reflect on how well you have met your goals and determine whether you should modify your strategies for future learning tasks” (Cennamo, Ross, & Ertmer, 2009, p. 3). I feel as though my goals will be met with my current actions, yet I continue to modify my plan to better meet the needs of my learners.
I will be able to meet my NETS- T goal: “Design and Develop Digital-Age Learning Experiences and Assessments” by focusing on the indicator that suggests I “develop 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” (NETS-T, 2008). I have taken action towards this goal by using my Walden colleagues as resources, which allowed me to find several resources that I can use for my math classroom. In looking at the resources, I also found several other technology based choices that I can provide my students to heighten motivation (Cennamo, Ross, & Ertmer, 2009). The resource I am excited to use is at http://www.figurethis.org/index.html. I have learned that not only do I need to look at choice and student interest, but I should also think about the readiness level of the students if I truly wish to differentiate learning (Laureate Education, 2009). To make sure this new area is covered, I need to find math resources, preferably technology based, that have various levels for the different readiness levels of students. Colleagues, have you used any online math resources that figure out the level a student should work at based on their performance on other problems? I know of freerice.com, which is a great resource to get my classroom started. The complexity of the questions change based on the answers the student gets correct. I need a program like this that keeps the student data online, so the students can monitor their own progress. I know I have a lot to learn about the various resources available to me, but I feel as though I am gaining by the resources presented to me and by spending time searching for valuable tools.
My NETS-T standard “4d. Promote and Model Digital Citizenship and Responsibility, develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools” goal is ready for action (NETS-T, 2008). After doing some planning with a math colleague, we set a plan to incorporate blogging into our math classroom. Since my students will vary in cultural representation, I can use blogs in addition to communicating with the ELL classroom to also meet this NETS-T goal. Perhaps I can even have the ELL math class join our blog so they can participate in the math discussions we have online. How awesome it would be for students to discuss math topics with a diverse group of students? “The nature of a blog is to share personal reflections, opinions, and feelings,” so students would learn about each others cultures and math simultaneously (Cennamo, Ross, & Ertmer, 2009, p. 75). For this activity, I wonder if all of my students and the ELL math students will be able to join one protected blog. I know there is a limit to how many people can be invited to one protected blog.
As I began evaluating my plan, I have realized the true impact of a GAME plan. It is ever changing, evolving. As I reflect and evaluate, it just keeps getting deeper. I am “updating my knowledge and skills” week by week to better meet the needs of my learners (Cennamo, Ross, & Ertmer, 2009, p. 7).
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.
Laureate Education, Inc. (Executive Producer). (2009a). Introduction to differentiated instruction. Reaching and engaging all learners through technology. Baltimore: Author.
National Education Standards for Teachers. (2008) Retrieved July 7, 2010. Website:http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
I will be able to meet my NETS- T goal: “Design and Develop Digital-Age Learning Experiences and Assessments” by focusing on the indicator that suggests I “develop 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” (NETS-T, 2008). I have taken action towards this goal by using my Walden colleagues as resources, which allowed me to find several resources that I can use for my math classroom. In looking at the resources, I also found several other technology based choices that I can provide my students to heighten motivation (Cennamo, Ross, & Ertmer, 2009). The resource I am excited to use is at http://www.figurethis.org/index.html. I have learned that not only do I need to look at choice and student interest, but I should also think about the readiness level of the students if I truly wish to differentiate learning (Laureate Education, 2009). To make sure this new area is covered, I need to find math resources, preferably technology based, that have various levels for the different readiness levels of students. Colleagues, have you used any online math resources that figure out the level a student should work at based on their performance on other problems? I know of freerice.com, which is a great resource to get my classroom started. The complexity of the questions change based on the answers the student gets correct. I need a program like this that keeps the student data online, so the students can monitor their own progress. I know I have a lot to learn about the various resources available to me, but I feel as though I am gaining by the resources presented to me and by spending time searching for valuable tools.
My NETS-T standard “4d. Promote and Model Digital Citizenship and Responsibility, develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools” goal is ready for action (NETS-T, 2008). After doing some planning with a math colleague, we set a plan to incorporate blogging into our math classroom. Since my students will vary in cultural representation, I can use blogs in addition to communicating with the ELL classroom to also meet this NETS-T goal. Perhaps I can even have the ELL math class join our blog so they can participate in the math discussions we have online. How awesome it would be for students to discuss math topics with a diverse group of students? “The nature of a blog is to share personal reflections, opinions, and feelings,” so students would learn about each others cultures and math simultaneously (Cennamo, Ross, & Ertmer, 2009, p. 75). For this activity, I wonder if all of my students and the ELL math students will be able to join one protected blog. I know there is a limit to how many people can be invited to one protected blog.
As I began evaluating my plan, I have realized the true impact of a GAME plan. It is ever changing, evolving. As I reflect and evaluate, it just keeps getting deeper. I am “updating my knowledge and skills” week by week to better meet the needs of my learners (Cennamo, Ross, & Ertmer, 2009, p. 7).
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.
Laureate Education, Inc. (Executive Producer). (2009a). Introduction to differentiated instruction. Reaching and engaging all learners through technology. Baltimore: Author.
National Education Standards for Teachers. (2008) Retrieved July 7, 2010. Website:http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Wednesday, July 21, 2010
Monitoring My GAME Plan
Have I located the resources and tools that I plan on using to kick start this plan? I already have the table giving various comprehension tasks for students in the book titled Differentiation Instructional Strategies for Reading in the Content Areas (2009) by Carolyn Chapman and Rita King. Since the professional development resource is in a box in my new classroom, I have not been able to yet locate that tool. So, I went online to find additional resources. I found a resource that could be in my tic-tac- toe choices. YacaPaca.com allows teachers to find fun online assessments that can be emailed to certain students. Then I can send the assessment to the individual students who selected that choice assessment. I also found http://daretodifferentiate.wikispaces.com/Choice+Boards where there are sample tic-tac-toe choice assessment boards, even for math! At that site, there are choice boards that focus on the Multiple Intelligences too! My colleagues and I have a meeting at the beginning of August where I will begin accessing their expertise in giving choice assessments. A question that came up for my blogging community is- does anyone know of valuable, free resources online that would be useful for creating choice assessments? I would love to also use the knowledge of my online teacher community to help me find the best resources available to me.
I realized that I might need to make a few modifications to my GAME Plan (Cennamo, Ross, & Ertmer, 2009). Although ePals is a fantastic resource for getting students to communicate with other cultures using digital tools, I realized that I have the resources to do this task in my own school building. As I mentioned before, there are many cultural backgrounds represented at my school, and the ESL teacher would be more than excited to begin this collaboration to build school community. The reason I am not limiting myself to just ePals is because I went searching for classrooms that might involve my new subject area of math. Unfortunately, there are not many classrooms looking for math pen pals. I will continue looking for the perfect classroom match, but I want to make sure I have a back up plan just in case ePals is not the perfect resource. I understand that "there should be a clear link between your [my] students' learning goals, the instructional activities you [I] select, the resources you [I] include, the assessments you [I] administer, and the tools that support them" (Cennamo, Ross, & Ertmer, 2009, p. 116). I did learn something new by searching ePals website that they provide more than just pen pals. I can use this site to also have online forums, upload student work, and allow students to collaborate on project based learning projects. I thought that was interesting, because it connects perfectly to my NETS-T standard two indicator to “develop 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” (NETS-T, 2008). This could be a choice assessment possibility for my students! I love when goals overlap so nicely!
Resources:
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.
Chapman, C., & King, R. (2009). Differentiated instructional strategies for reading in the content areas. (2nd ed.) Thousand Oaks, CA: Corwin.
National Education Standards for Teachers. (2008) Retrieved July 7, 2010. Website:http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
I realized that I might need to make a few modifications to my GAME Plan (Cennamo, Ross, & Ertmer, 2009). Although ePals is a fantastic resource for getting students to communicate with other cultures using digital tools, I realized that I have the resources to do this task in my own school building. As I mentioned before, there are many cultural backgrounds represented at my school, and the ESL teacher would be more than excited to begin this collaboration to build school community. The reason I am not limiting myself to just ePals is because I went searching for classrooms that might involve my new subject area of math. Unfortunately, there are not many classrooms looking for math pen pals. I will continue looking for the perfect classroom match, but I want to make sure I have a back up plan just in case ePals is not the perfect resource. I understand that "there should be a clear link between your [my] students' learning goals, the instructional activities you [I] select, the resources you [I] include, the assessments you [I] administer, and the tools that support them" (Cennamo, Ross, & Ertmer, 2009, p. 116). I did learn something new by searching ePals website that they provide more than just pen pals. I can use this site to also have online forums, upload student work, and allow students to collaborate on project based learning projects. I thought that was interesting, because it connects perfectly to my NETS-T standard two indicator to “develop 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” (NETS-T, 2008). This could be a choice assessment possibility for my students! I love when goals overlap so nicely!
Resources:
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.
Chapman, C., & King, R. (2009). Differentiated instructional strategies for reading in the content areas. (2nd ed.) Thousand Oaks, CA: Corwin.
National Education Standards for Teachers. (2008) Retrieved July 7, 2010. Website:http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Wednesday, July 14, 2010
Putting the GAME Plan into Motion!
Carrying out my GAME Plan will require many resources (Cennamo, Ross, & Ertmer, 2009). I must carefully craft exactly what tools I will need to better succeed, because “all students deserve the opportunities and resources to develop skills to pursue life’s goals and participate fully informed, productive members of society” (Davis, 2007, p. 5). My desire is to get this plan into motion so that I can prepare my learners for the world!
Last year I took a differentiation professional development class that had many tic-tac-toe choice assessment examples. Since I moved classrooms, I will need to locate this resource, so that I will not have to totally recreate something that is already prepared. Of course I will need to adapt the choices according to the needs of my students, because “the needs of the students in your [my] classroom will change continually throughout the school year and from year to year” (Cennamo, Ross, & Ertmer, 2009, p. 116). I will at least have a starting point with my current resources. When looking at student needs, I will use one of my readings from another course titled Differentiation Instructional Strategies for Reading in the Content Areas (2009) by Carolyn Chapman and Rita King. On page 46, figure 3.4, there is a table giving various comprehension tasks for students. What is helpful about this table is that options are given for students listed in categories of the eight different Multiple Intelligences. As for additional information, I will need to use my colleagues’ experiences with choice assessments to be able to start off on the right track. I know that “Sharing what you have discovered with a colleague is a critical step in improving your instructional effectiveness” (Cennamo, Ross, & Ertmer, 2009, p. 115). Teachers with experience can help guide me, often offering resources that cannot be found any other place.
I have already learned valuable information from a colleague while blogging! I now know that ePals can be quite a challenge when you cannot connect with another classroom. In order to help with this problem, a colleague suggested that I begin searching now for a classroom teacher who will collaborate with me on ePals for the 2010-2011 school year. So that is the first step I will take to grow in the area of NETs-T standard 4d. “develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools” (NETS-T, 2008). Are there any other resources that teachers have used to collaborate with other cultures online? If there are better resources available to me, I would love to explore those options so that I can meet my goals. So again, I will use the experiences of my colleagues to help guide me to valuable tools that I have yet to encounter. Another way to carry out my plan is to use the resources my already multi-cultural building! We have a high percentage of English language learners from various cultures around the world, such as Korea, Mexico, China, Libya, and Jordan just to name a few. I could have my students use email as a means of communication to connect with these students who are learning English in our ESL classrooms. This would be a great way for my classroom to build a community with people in our school who we do not get to communicate regularly with because of the language barrier. This would also give the ELL students a way to practice their English with support from their teacher. So I guess I will need to know whether the ESL teachers would be willing to begin this cultural exchange using digital technology.
As I begin looking at the resources I have, I believe I have a solid foundation. I have already been able to locate resources such as the Multiple Intelligence table and the ESL classroom in my school. These beginning steps are important in committing to my goals. The next step I need to take is to begin searching for a classroom on ePals and searching for my differentiation professional development resources. From now on, I must “continue a dialogue outside of common planning times and staff meetings” to collaborate with colleagues and use them as resources (Cennamo, Ross, & Ertmer, 2009, p. 115). I am well on my way… I feel the motion! Do you?
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.
Davis, D. (with Spraker, J., & Kushman, J.). (2004). Improving adolescent reading: Findings from research. Portland, OR: Northwest Regional Educational Laboratory.
Last year I took a differentiation professional development class that had many tic-tac-toe choice assessment examples. Since I moved classrooms, I will need to locate this resource, so that I will not have to totally recreate something that is already prepared. Of course I will need to adapt the choices according to the needs of my students, because “the needs of the students in your [my] classroom will change continually throughout the school year and from year to year” (Cennamo, Ross, & Ertmer, 2009, p. 116). I will at least have a starting point with my current resources. When looking at student needs, I will use one of my readings from another course titled Differentiation Instructional Strategies for Reading in the Content Areas (2009) by Carolyn Chapman and Rita King. On page 46, figure 3.4, there is a table giving various comprehension tasks for students. What is helpful about this table is that options are given for students listed in categories of the eight different Multiple Intelligences. As for additional information, I will need to use my colleagues’ experiences with choice assessments to be able to start off on the right track. I know that “Sharing what you have discovered with a colleague is a critical step in improving your instructional effectiveness” (Cennamo, Ross, & Ertmer, 2009, p. 115). Teachers with experience can help guide me, often offering resources that cannot be found any other place.
I have already learned valuable information from a colleague while blogging! I now know that ePals can be quite a challenge when you cannot connect with another classroom. In order to help with this problem, a colleague suggested that I begin searching now for a classroom teacher who will collaborate with me on ePals for the 2010-2011 school year. So that is the first step I will take to grow in the area of NETs-T standard 4d. “develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools” (NETS-T, 2008). Are there any other resources that teachers have used to collaborate with other cultures online? If there are better resources available to me, I would love to explore those options so that I can meet my goals. So again, I will use the experiences of my colleagues to help guide me to valuable tools that I have yet to encounter. Another way to carry out my plan is to use the resources my already multi-cultural building! We have a high percentage of English language learners from various cultures around the world, such as Korea, Mexico, China, Libya, and Jordan just to name a few. I could have my students use email as a means of communication to connect with these students who are learning English in our ESL classrooms. This would be a great way for my classroom to build a community with people in our school who we do not get to communicate regularly with because of the language barrier. This would also give the ELL students a way to practice their English with support from their teacher. So I guess I will need to know whether the ESL teachers would be willing to begin this cultural exchange using digital technology.
As I begin looking at the resources I have, I believe I have a solid foundation. I have already been able to locate resources such as the Multiple Intelligence table and the ESL classroom in my school. These beginning steps are important in committing to my goals. The next step I need to take is to begin searching for a classroom on ePals and searching for my differentiation professional development resources. From now on, I must “continue a dialogue outside of common planning times and staff meetings” to collaborate with colleagues and use them as resources (Cennamo, Ross, & Ertmer, 2009, p. 115). I am well on my way… I feel the motion! Do you?
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.
Davis, D. (with Spraker, J., & Kushman, J.). (2004). Improving adolescent reading: Findings from research. Portland, OR: Northwest Regional Educational Laboratory.
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