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.
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