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.