As time progresses, so too do the actions being taken to reach the goals outlined in my GAME plan. The most progress has been made toward my goal of identifying and obtaining access to an online portfolio to be used by the students of the St. Johns Academy of Future Teachers. I have identified several options but decided to use the Bridges portfolio provided by the Florida Department of Education. Since the site is free to access and use, I began by exploring the site under an example account name, discovering its various features and deciding which would best support the students. As this exploration continues to take place this upcoming week, I am positive new questions will arise addresses specific program applications. As decisions are made based on how to implement the portfolio into the program, I will have to meet with the academy cohort of teachers, along with the career specialist, to not only provide training but receive their feedback and input. Because several teachers will be requiring the students to use the portfolios, an additional action has been added to the plan. Several meetings will need to take place in order to discuss the overall requirements that will be made, how the students will be assessed, and a timeline for posting the outlined requirements.
Actions to reach my second goal, which is to create a student-directed learning module for a World History unit, have also been made, although with not as great of strides as the first. So far, I have identified the unit for which I would like to design the module, as I believe the learning objectives match this type of activity (Laureate Education, 2009). The unit is entitled Encounter and Exchange, as students are asked to develop an understanding of the purpose of European exploration starting in the 15th century and how it has led to the exchanges being made and the blending of cultures of the present times. In making this decision, I have also located several webquests posted on the Internet, providing examples of how to design and implement this learning module. Some of these examples are: Example 1, Example 2. My next step includes beginning to design the module specific to my class needs and experiment with ways to publish it using my class website on the district server. Again, as these future actions are taken, additional questions will need to be answers pertaining to specific technology and software being used. So, how am I doing so far?
Reference
Laureate Education, Inc. (Executive Producer). (2009). Assessing student learning with technology. Integrating technology across the content areas. Baltimore: Author
Wednesday, May 26, 2010
Wednesday, May 19, 2010
The "A" in GAME
In the design of a GAME plan, preliminary actions must be made in order to begin reaching the intended goals. These initial actions include the locating and gathering of resources, along with the building of background information.
To reach the first goal of my GAME plan, which is to develop a self-directed learning module for students, I will need to access a variety of resources for guidance. My first step will be to select a unit around which to base the module. Next, I will need to access example Webquests, or a module of similar design, already posted on the Internet related to the selected content. After gathering ideas and designing a module customized for my students, I will need a place for publishing that is accessible to students. I already have a class webpage connected our district server, and would like students to access the Webquest through the class homepage. I may need to contact a technology specialist at the school to inquire about how to correctly create the necessary links and on designing a user-friendly homepage.
The second goal, which is to locate and provide students access to a digital portfolio, will also require me to locate several resources. I already began accomplishing this goal by contacting a school business partner at the University of North Florida. As a professor in the Education Department, this contact was able to provide an example of the online portfolio required upon graduation for the Education students. I also contacted the Career Coordinator for our district, asking for suggestions and possible funding sources. She provided with me to a link to a free online portfolio through the Florida Department of Education website. From here, I will need to make the decision on which one to use, based on the needs of my students and user-friendly functions. My next step will then be to sign up for an account and create an example portfolio, familiarizing myself with the technology. I will also have to provide training to the other teachers of the career academy for which I plan to incorporate its use before the beginning of next school year when students will be asked to begin portfolio creation.
While planning for the actions that need to be taken, I have come to the realization of why a structured plan, such as the GAME plan, is necessary to reach these profession development goals. As the first actions are taken, additional ones are needed, and I am sure more are to come as new discoveries and questions arise. This will all be determined by ongoing monitoring of the actions, becoming the next step of my GAME plan.
To reach the first goal of my GAME plan, which is to develop a self-directed learning module for students, I will need to access a variety of resources for guidance. My first step will be to select a unit around which to base the module. Next, I will need to access example Webquests, or a module of similar design, already posted on the Internet related to the selected content. After gathering ideas and designing a module customized for my students, I will need a place for publishing that is accessible to students. I already have a class webpage connected our district server, and would like students to access the Webquest through the class homepage. I may need to contact a technology specialist at the school to inquire about how to correctly create the necessary links and on designing a user-friendly homepage.
The second goal, which is to locate and provide students access to a digital portfolio, will also require me to locate several resources. I already began accomplishing this goal by contacting a school business partner at the University of North Florida. As a professor in the Education Department, this contact was able to provide an example of the online portfolio required upon graduation for the Education students. I also contacted the Career Coordinator for our district, asking for suggestions and possible funding sources. She provided with me to a link to a free online portfolio through the Florida Department of Education website. From here, I will need to make the decision on which one to use, based on the needs of my students and user-friendly functions. My next step will then be to sign up for an account and create an example portfolio, familiarizing myself with the technology. I will also have to provide training to the other teachers of the career academy for which I plan to incorporate its use before the beginning of next school year when students will be asked to begin portfolio creation.
While planning for the actions that need to be taken, I have come to the realization of why a structured plan, such as the GAME plan, is necessary to reach these profession development goals. As the first actions are taken, additional ones are needed, and I am sure more are to come as new discoveries and questions arise. This will all be determined by ongoing monitoring of the actions, becoming the next step of my GAME plan.
Thursday, May 13, 2010
Do as I do
As an educator, it is important to approach professional development and other learning opportunities using the same process we expect of our students. One such method is through the use of the GAME plan. An acronym for setting goals, taking action, monitor progress, and evaluate the results, “The GAME plan enables you to customize your approach to learning tasks, to develop relevant skills that are important to you, and prepares you for lifelong learning” (Cennamo, Ross & Ertmer, 2009, p.4).
I was surprised to learn upon taking a teaching job in Florida, that few skills were written into many of the content area standards and were completely void of technology integration. For this reason, I have found it helpful to look at national standards, such as those posted by the International Society for Technology in Education. Using these standards and indicators, I have identified several that I personally need to strengthen in order to grow in my profession. Using the GAME plan, I have set the goal to focus on two of the indicators to start and will develop the appropriate actions needed to meet these goals, while monitoring and evaluate my progress.
The first indicator I selected reads: “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.” To meet this indicator, I would like to take a unit of the World History content required by Florida Sunshine State Standards and design a technology driven, self-directed learning module for students. Taking the form of a Webquest, students would be required to conduct research using specified sources, with the ability to choose a specific focus based on personal interests. There would be several “checkpoints” throughout the assignment, allowing me to assist them in monitoring their work. The assessment would also be based on student-choice, allowing them to demonstrate their learning through a preferred method. I also believe reflection would become an important part of this process, as continuous evaluation is the key to determining whether or not the goals were met (Cennamo, Ross & Ertmer, 2009). This assignment also takes the form of the GAME plan, allowing student success to become a way to monitor and evaluate my own. Continuous dialogue with the students will be important, as well a communication with colleagues who use similar instructional methods.
The second identified indicator reads: “Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.” As a cohort teacher for the St. Johns Academy of Future Teachers, I require students to build a portfolio, exhibiting their growth and talent, just as future teachers are expected to on the college level. At this point, they are three-ring binder portfolios, appearing to be rather old-fashioned and unprofessional. I have set the goal to locate an online portfolio, accessible and affordable for my students. Not only will I have to do research of my own, but will have to meet with administration and colleagues to decide on which one to use. Before the students begin using the portfolios, I will have to become familiar with the program, building confidence to better assist their learning needs. As students begin using the online portfolios, I will continuously ask for feedback, learning what I need to about the program and making sure they are successful in posting their work. After using the online portfolios for a period I time, I will evaluate the progress by comparing them to the hard-back versions used currently and survey the students about the changes that have been made.
As I build my GAME plan to address the indicators in which I personally would like to improve, I find myself wanting the students to follow the same steps. I now realize that it is because these are skills students will need in order to succeed in the 21st century, no matter what career path they choose. Simply stated, we must believe in what we teach and practice the skills we want our students to develop.
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 Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
I was surprised to learn upon taking a teaching job in Florida, that few skills were written into many of the content area standards and were completely void of technology integration. For this reason, I have found it helpful to look at national standards, such as those posted by the International Society for Technology in Education. Using these standards and indicators, I have identified several that I personally need to strengthen in order to grow in my profession. Using the GAME plan, I have set the goal to focus on two of the indicators to start and will develop the appropriate actions needed to meet these goals, while monitoring and evaluate my progress.
The first indicator I selected reads: “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.” To meet this indicator, I would like to take a unit of the World History content required by Florida Sunshine State Standards and design a technology driven, self-directed learning module for students. Taking the form of a Webquest, students would be required to conduct research using specified sources, with the ability to choose a specific focus based on personal interests. There would be several “checkpoints” throughout the assignment, allowing me to assist them in monitoring their work. The assessment would also be based on student-choice, allowing them to demonstrate their learning through a preferred method. I also believe reflection would become an important part of this process, as continuous evaluation is the key to determining whether or not the goals were met (Cennamo, Ross & Ertmer, 2009). This assignment also takes the form of the GAME plan, allowing student success to become a way to monitor and evaluate my own. Continuous dialogue with the students will be important, as well a communication with colleagues who use similar instructional methods.
The second identified indicator reads: “Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.” As a cohort teacher for the St. Johns Academy of Future Teachers, I require students to build a portfolio, exhibiting their growth and talent, just as future teachers are expected to on the college level. At this point, they are three-ring binder portfolios, appearing to be rather old-fashioned and unprofessional. I have set the goal to locate an online portfolio, accessible and affordable for my students. Not only will I have to do research of my own, but will have to meet with administration and colleagues to decide on which one to use. Before the students begin using the portfolios, I will have to become familiar with the program, building confidence to better assist their learning needs. As students begin using the online portfolios, I will continuously ask for feedback, learning what I need to about the program and making sure they are successful in posting their work. After using the online portfolios for a period I time, I will evaluate the progress by comparing them to the hard-back versions used currently and survey the students about the changes that have been made.
As I build my GAME plan to address the indicators in which I personally would like to improve, I find myself wanting the students to follow the same steps. I now realize that it is because these are skills students will need in order to succeed in the 21st century, no matter what career path they choose. Simply stated, we must believe in what we teach and practice the skills we want our students to develop.
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 Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
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