When I first started into this class, I had no idea what a GAME plan was. Over time during this course, I have learned how to use the GAME plan, and have already started mapping out part of my year, based around some of the goals I have set for myself. I feel it is a great tool that can only help teachers improve on their work regardless of how long they have been a teacher. It does not matter if they are a 30-year veteran teacher or someone fresh out of college with their whole career ahead of them.
I really liked reading through the NETS-S for students and starting to think about how i could best utilize/ engage students into the process of meeting those standards. I came up with one simple, basic idea, lead by example. I know it may sound a little on the corny side, but here is the plan I came up with:
1. Take them out on the web and show them what NETS-S is, and also show them NETS-T, and explain how these are standards and proficiencies that we both need to meet and will work together on achieving.
2. Explain to students what a GAME plan is, and show them a few examples of my own.
3. Have students develop their own Game plans after showing them the NET-S.(I would make a classroom set of copies, that way each student would have one in front of them) Maybe even put it into a checklist format that way they could easily check off what they had done so far.
4. Monitor their progress weekly or biweekly, by having them pull their GAME plans back out and either check off or cross out what they had already accomplished. I would do the same with mine, projecting it up so they could see m progress as well.
This may all seem like a giant undertaking, but I feel I can start at the beginning of the year, it would be interesting as the year goes along to see students progress, as well as my own. Also, we could continue to modify and set our goals together, and basically grow together. Maybe this is all a little naive on my part, but this is the idea I am going to run with and look forward to any feedback and comments anyone would like to offer up.
Saturday, August 14, 2010
Friday, August 6, 2010
Week 6: Revising Your GAME Plan
The biggest thing I have learned/figured out, is that I need to map out a timeline for my projects. This timeline would not just be for my students, but more or less for me when planning and try and coordinate that with available computer lab time. Without computer labs access, most plans would have to be reworked to accommodate those that do not have internet access outside of school. My plan if that was to happen would be to give students approximately 3-5 days to respond to question or an assignment posted online. This would allow those who do not have internet access time to get to a friends, local library, family members, etc., without having to do it by the next day. Any long term project at this point, without time in the lab, would be pretty much obsolete because of such circumstances.
Goals I would set for myself, would include:
1. Making sure there is a allotted time reserved in the lab for a project
2. Making sure that I meet my timeline set to be ready to be in the lab.
3. Making the most of the time in the lab that we have, so that little has to be done outside of school.
4. Continue to plan well, including making sure all accommodations for my students can be met.
Finally, I would want to make sure that I have everything set up including a list of websites and information readily available for all students. This could be setup through google docs, Blackboard, a wiki, or even a blog.
Again, I look forward to feedback from fellow colleagues as to what I may be forgetting or what I may not have thought about!
Thanks in advance!
Mike
:)
Goals I would set for myself, would include:
1. Making sure there is a allotted time reserved in the lab for a project
2. Making sure that I meet my timeline set to be ready to be in the lab.
3. Making the most of the time in the lab that we have, so that little has to be done outside of school.
4. Continue to plan well, including making sure all accommodations for my students can be met.
Finally, I would want to make sure that I have everything set up including a list of websites and information readily available for all students. This could be setup through google docs, Blackboard, a wiki, or even a blog.
Again, I look forward to feedback from fellow colleagues as to what I may be forgetting or what I may not have thought about!
Thanks in advance!
Mike
:)
Friday, July 30, 2010
Evaluating Your GAME Plan Progress EDUC 6713
Like most, school is not in session here in Michigan, but I still am continuing on. As I continue to develop plans and layout for early part of the year I am trying to come up with more ways to integrate technology into my plans/units. In talking with my principal the other day, class lists are not available yet. However, he did ask if I wanted to come in for some brainstorming and curriculum development with a couple of other teachers that will be teaching a computers class for the first time this and the computer teacher. Basically projects and ideas will be discussed, what has worked, what hasn't worked, etc.
My list of websites continues to grow, and am toying with the idea of setting up a blog before school starts for my class and/or a facebook page for my class. I actually had a friend of mine do this last year, school related only, parent and students both loved it. I am thinking that is strong possibility.
I have learned that I really like the idea of project based learning, as I have only used it a little. But, after watching and reading this week, I have thought of a couple of units that I can use it for the coming year.
As far as what do I have to learn, I would say it is just basic thing mostly comprising of time. How much time to spend, how much time in the lab will I need, how soon can I get into the lab - do I have to wait for another unit, and can the computers in the lab handle the technology I want to use? I'm sure more questions will pop up as I go along.
Adjusting of my plan I think, is just a matter of looking down the road as I mentioned above and trying to line up lab time in advance.
I love the feedback I have been getting and look forward to more. Thanks in advance!
My list of websites continues to grow, and am toying with the idea of setting up a blog before school starts for my class and/or a facebook page for my class. I actually had a friend of mine do this last year, school related only, parent and students both loved it. I am thinking that is strong possibility.
I have learned that I really like the idea of project based learning, as I have only used it a little. But, after watching and reading this week, I have thought of a couple of units that I can use it for the coming year.
As far as what do I have to learn, I would say it is just basic thing mostly comprising of time. How much time to spend, how much time in the lab will I need, how soon can I get into the lab - do I have to wait for another unit, and can the computers in the lab handle the technology I want to use? I'm sure more questions will pop up as I go along.
Adjusting of my plan I think, is just a matter of looking down the road as I mentioned above and trying to line up lab time in advance.
I love the feedback I have been getting and look forward to more. Thanks in advance!
Thursday, July 22, 2010
Monitoring Your GAME Plan Progress EDUC 6713
As I continue working on my GAME plan, I have encountered few problems. Most of the resources I need are already available in our computer lab at school, including computers, internet access, and a variety of programs for students to use. If they will be using VoiceThread, it is just a matter of going in and setting it up. I also figure that if they would like to search for clips and ideas on Unitedstreaming, I will give them my login information. I plan to use some of the same websites we had for my previous class from Walden University, EDUC 6712. I have also started compiling a list of websites to include.
Overall, I am pretty happy with my action plan. However, one of my problems is that school is not in session and class lists have not been established yet, so it is hard to determine exactly what my students needs will be. With no IEPs or 504s, I can only make tentative ideas for them.
I have also learned that overall, this has been a fairly easy process. Plus, the more I play around with some of the programs, I am becoming more and more comfortable with them. Basically, it gets me excited about school getting closer to starting back up, so I can put some of my ideas into action. I have talked to a couple of fellow staff members with some ideas and they have been helpful, but mostly want to wait until school is back in session.
As of now, no new questions have popped up, however, I'm sure given time they will. My brain always seems to be running 100 miles an hour!
Overall, I am pretty happy with my action plan. However, one of my problems is that school is not in session and class lists have not been established yet, so it is hard to determine exactly what my students needs will be. With no IEPs or 504s, I can only make tentative ideas for them.
I have also learned that overall, this has been a fairly easy process. Plus, the more I play around with some of the programs, I am becoming more and more comfortable with them. Basically, it gets me excited about school getting closer to starting back up, so I can put some of my ideas into action. I have talked to a couple of fellow staff members with some ideas and they have been helpful, but mostly want to wait until school is back in session.
As of now, no new questions have popped up, however, I'm sure given time they will. My brain always seems to be running 100 miles an hour!
Thursday, July 15, 2010
Carrying Out Your GAME Plan (EDUC 6713)
Resources needed would include the following:
1. Internet access and computer
2. Access to united streaming.com (from Discovery).
3. Examples of different types of websites including .gov, .edu, .com, .org, and any others that people may feel would be helpful.
Additional Information needed would include:
1. Students with disabilities and/or accommodations (copies of IEPs and 504s)
2. Background from fellow staff members on my current students that might be helpful
3. Feedback from fellow staff members, including having them sit in on a class period or two to see the assignment/project in motion
Steps taken so far:
1. Layout of ideas and revamping of similar plan
2. Locating websites to show example of
3. Not much more, school in not currently in session
Any other ideas or suggestions would be greatly appreciated from fellow Walden students! Thanks in advance!
1. Internet access and computer
2. Access to united streaming.com (from Discovery).
3. Examples of different types of websites including .gov, .edu, .com, .org, and any others that people may feel would be helpful.
Additional Information needed would include:
1. Students with disabilities and/or accommodations (copies of IEPs and 504s)
2. Background from fellow staff members on my current students that might be helpful
3. Feedback from fellow staff members, including having them sit in on a class period or two to see the assignment/project in motion
Steps taken so far:
1. Layout of ideas and revamping of similar plan
2. Locating websites to show example of
3. Not much more, school in not currently in session
Any other ideas or suggestions would be greatly appreciated from fellow Walden students! Thanks in advance!
Thursday, July 8, 2010
Developing Personal GAME Plan - EDUC 6713
The indicators I chose were #1, to Facilitate and Inspire students learning and creativity, and #4 Promote and Model Digital Citizenship and Responsibility from the National Education Standards for Teachers (NETS-T):
G = goals:
1. To have students working more on researching , analyzing and drawing comparisons to real world issues globally and within the United States. One example I already work with is working /mental conditions in India's call centers. They could be compared to auto factory jobs here in the US?
2. Continue to model and teach validity of websites and proper citation for all information obtained on the web.
A = action
1. One example I already work with is working /mental conditions in India's call centers. They could be compared to auto factory jobs here in the US?
2. Use the website example that was used in my EDUC 6712 class to determine the validity of websites. Also, include explanations and example of how to tell if a website has good information. Included would be definitions and example of website addresses ending in .gov, .edu, .com, .org, etc.
M = monitor
1. I will check for understanding periodically by including questions in warm-ups/bell work.
2. Have students demonstrate/model for the class how to tell if a website is valid and has good information.
E = evaluate and extend
1. If I see students are struggling, I will go back and look for other ways that I could explain and model things.
2. Get feedback from students and colleagues on what if anything could be done differently?
3. Continually modify and tweak methods and projects for student’s achievement.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
G = goals:
1. To have students working more on researching , analyzing and drawing comparisons to real world issues globally and within the United States. One example I already work with is working /mental conditions in India's call centers. They could be compared to auto factory jobs here in the US?
2. Continue to model and teach validity of websites and proper citation for all information obtained on the web.
A = action
1. One example I already work with is working /mental conditions in India's call centers. They could be compared to auto factory jobs here in the US?
2. Use the website example that was used in my EDUC 6712 class to determine the validity of websites. Also, include explanations and example of how to tell if a website has good information. Included would be definitions and example of website addresses ending in .gov, .edu, .com, .org, etc.
M = monitor
1. I will check for understanding periodically by including questions in warm-ups/bell work.
2. Have students demonstrate/model for the class how to tell if a website is valid and has good information.
E = evaluate and extend
1. If I see students are struggling, I will go back and look for other ways that I could explain and model things.
2. Get feedback from students and colleagues on what if anything could be done differently?
3. Continually modify and tweak methods and projects for student’s achievement.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Saturday, June 26, 2010
EDUC 6712 Reflection
Application 8: Reflection
I had a few revelations about the teaching of new literacy skills to my students, but I will narrow it down to one, searching for information and how easy it can be made. What I found, like most teachers, is that students can search for information, but that they give up so easily. This I feel is because of confusion and looking at a bunch of text and pictures, which can sometimes lead to overload. Most students only know the good old-fashioned way of searching using Google, Wikipedia, and Ask.com. With just a little help and showing them a couple of easy tricks and examples, students can become better researchers and deciphering information.
The knowledge and experienced I gained from EDUC 6712 will definitely influence and an impact on my teaching practices going forward. Probably one of the biggest things I will do is starting near the beginning of the year will be to teach how to do proper research. I will start small and build to bigger, longer examples and assignments/projects. By spending more time explaining and giving more examples of research techniques, including how to search and how to tell what websites are reliable and which are not, my students will become better researchers.
My goal after this course goes along with what I talked about earlier, I would like to become a better researcher myself and to continue to pass that on to my students. The step process will consist of series of steps for both my students and myself. By continually going in and evaluating websites for quality and quantity of information, this will help to keep me sharp. When teaching my classes, I will start with very simple projects that are only one day in length. I will start by following the plan I laid out for locating and evaluating internet resources in EDUC 6712. I will start with a website analysis activity where students look at two different websites and tell me what website they think is most credible, or if they both are. Then as a follow up, ask them to define or explain what the ending of a website address means, (.com, .org, etc.) I then will explain the difference between the two websites and how to determine which one was credible and which was not. Following this, I will show them what each of the endings of websites means, answer questions and show examples of each. A short activity will follow where students will be allowed to use a variety of search engines including Google and altavista.com. I will model first where and how to use the search engines by showing multiple examples and results to determine how to conduct a proper search. This should take no more than about 10 – 15 minutes depending on student questions. Then, for the rest of the hour, students will be allowed to start conducting searches on their own, while I am walking around and helping where necessary. By choosing topics that they are interested in will help them stay focused and on task. After completing this, a follow up and question and answer period will done clarifying any issues or problems students had and checking for understanding making sure everyone is a little more comfortable in the research process. As the year goes on and projects get a little more in depth, I will still have a short recap before starting just to make sure students are ready.
I had a few revelations about the teaching of new literacy skills to my students, but I will narrow it down to one, searching for information and how easy it can be made. What I found, like most teachers, is that students can search for information, but that they give up so easily. This I feel is because of confusion and looking at a bunch of text and pictures, which can sometimes lead to overload. Most students only know the good old-fashioned way of searching using Google, Wikipedia, and Ask.com. With just a little help and showing them a couple of easy tricks and examples, students can become better researchers and deciphering information.
The knowledge and experienced I gained from EDUC 6712 will definitely influence and an impact on my teaching practices going forward. Probably one of the biggest things I will do is starting near the beginning of the year will be to teach how to do proper research. I will start small and build to bigger, longer examples and assignments/projects. By spending more time explaining and giving more examples of research techniques, including how to search and how to tell what websites are reliable and which are not, my students will become better researchers.
My goal after this course goes along with what I talked about earlier, I would like to become a better researcher myself and to continue to pass that on to my students. The step process will consist of series of steps for both my students and myself. By continually going in and evaluating websites for quality and quantity of information, this will help to keep me sharp. When teaching my classes, I will start with very simple projects that are only one day in length. I will start by following the plan I laid out for locating and evaluating internet resources in EDUC 6712. I will start with a website analysis activity where students look at two different websites and tell me what website they think is most credible, or if they both are. Then as a follow up, ask them to define or explain what the ending of a website address means, (.com, .org, etc.) I then will explain the difference between the two websites and how to determine which one was credible and which was not. Following this, I will show them what each of the endings of websites means, answer questions and show examples of each. A short activity will follow where students will be allowed to use a variety of search engines including Google and altavista.com. I will model first where and how to use the search engines by showing multiple examples and results to determine how to conduct a proper search. This should take no more than about 10 – 15 minutes depending on student questions. Then, for the rest of the hour, students will be allowed to start conducting searches on their own, while I am walking around and helping where necessary. By choosing topics that they are interested in will help them stay focused and on task. After completing this, a follow up and question and answer period will done clarifying any issues or problems students had and checking for understanding making sure everyone is a little more comfortable in the research process. As the year goes on and projects get a little more in depth, I will still have a short recap before starting just to make sure students are ready.
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