I have seen considerable progress during the past week. A goal I am working towards involves Performance Indicator #1 Facilitate and Inspire Student Learning and Creativity in my classroom. I have come to realize that my classroom is the perfect setting to achieve this goal. Several of the lessons culminate with the creation of an artifact. Wood shop we build small scale bridges, in graphic design class the finished product is a mouse pad the students design and print themselves. Students are motivated to complete the projects which results in an increase of learning. I am still considering how to best determine the forming of groups for the wood shop projects.
I have learned how valuable and important it is to create a real life situation which my students view as important. This has helped keep my classes focused as well as enthusiastic about the projects we are working on. For example: students are much more motivated to learn the graphic design program I teach when they realize the end result is a mouse pad they will design and take home. Dr Ertmer notes some of the characteristics of PBL as:
1) Allowing students to collaborate with each other.
2) Students become self directed.
3) Final outcome is the creation of an artifact.
Problem based learning is another instructional approach which is well suited for my classroom. It actually makes the lessons more enjoyable for everyone!
I am still looking into a way to incorporate an electronic portfolio project in to my lesson plans. My goal is to have students start the project in grade six and continue to update their progress through grade eight. I have started to discuss the possibility of having this be a project which spans across several content areas.
I am also planning on using Microsoft Word as a tool to create an artifact. I believe note taking is a very valuable learning tool providing it is not over used. Beecher (1998) notes: “There is growing evidence that note-taking combined with critical thinking facilitates retention and applications of the information.” I believe this activity will set the foundation for productive inquiry by my students.
One of my obstacles is the time factor, or the lack of time. When I create a new lesson another one must be removed. Modification of lessons is the best answer; however, I do see myself removing some lessons from my current plan. It is a case of streamlining my units to make the most of the limited time (90 minutes per week) I have with each student.
References:
Beecher, J. (1988) ERIC Clearinghouse on Reading, English, and Communication Digest #37 http://www.indiana.edu/~reading/ieo/digests/d37.html*
Laureate Education, Inc. (Executive Producer). (2009). “Spotlight on Technology: Problem-Based Learning, Part 1” [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). “Spotlight on Technology: Problem-Based Learning, Part 2” [Educational video]. Baltimore: Author.
Monday, November 29, 2010
Monday, November 22, 2010
Monitoring My GAME Plan Progress Appl. 4 (EDUC-6713I-6)
During the few weeks I have been working on my game plan a major insight has been in relation to the assessment process. I have been reminded that there is more to assessment then generating grades for a report card. Cennamon, Ross, and Ertmer (2010) describe assessment as “doing more than just determining grades; it is information that can be used to inform teachers and improve learning” (p.137). This has been a wake up call for me to consider that I may not be using the assessment process to its full potential!
Most of the resources I need to achieve my goal of Promoting and Modeling Digital Citizenship and Responsibility are available in the middle school I teach at. I have not had the opportunity to collaborate with my colleagues as of yet. The plan is to meet with teachers, the librarian, and the local police officer who visits our school. I believe a team effort is needed to teach the importance of digital responsibility to all students at our middle school. I want my students to understand that technology is a relevant part of all our lives, every day of our lives. “ The best teachers you ever had were not merely those who were smart or knew a lot; they found myriad ways to make their subjects relevant to your life” (Kottler, Zehm, & Kottler, 2005, p.153).
Modification of my plan needs to be on the methods I use to assess my student’s work and also how I use this information to improve my lessons. For example: poor grades which are consistent through out a class can be an indication of a lesson plan which needs to be revised.
I also want to consider using participation and effort as a form of assessment during the instructional phase of a unit. Many of my lessons are hands on and I have noticed students are not as involved in the class discussion phase of a project. I believe if they understand I am looking for their opinions this will encourage students to become more involved.
A new question or consideration I have is on the use of portfolios in my classroom. One of the goals in my GAME plan focuses on Facilitating and Inspiring Student Learning and Creativity. I believe the electronic portfolio project can help achieve this goal. Barrett, and Garrett, (2009) refer to Portfolios as “a students own stories of what they know, why they believe they know it, and why others should be of the same opinion. A portfolio is opinion backed by fact... Students prove what they know with samples of their work.” (p.2). Considering I see the entire school (grades six through eight), this could be an ongoing project my students work on from year to year and hopefully inspires them to continue in high school.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning
Kottler, J. A., Zehm, S. J., & Kottler, E. (2005). On being a teacher: The human dimension (3rd ed.). Thousand Oaks, CA: Corwin Press.
Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning by Helen Barrett & Nathan Garrett - a work in progress in GoogleDocs (October 2007) Published in On the Horizon Vol. 17 No. 2, 2009, pp. 142-152, © Emerald Group Publishing Limited, ISSN 1074-8121 http://docs.google.com/Doc?id=dd76m5s2_39fsmjdk
Most of the resources I need to achieve my goal of Promoting and Modeling Digital Citizenship and Responsibility are available in the middle school I teach at. I have not had the opportunity to collaborate with my colleagues as of yet. The plan is to meet with teachers, the librarian, and the local police officer who visits our school. I believe a team effort is needed to teach the importance of digital responsibility to all students at our middle school. I want my students to understand that technology is a relevant part of all our lives, every day of our lives. “ The best teachers you ever had were not merely those who were smart or knew a lot; they found myriad ways to make their subjects relevant to your life” (Kottler, Zehm, & Kottler, 2005, p.153).
Modification of my plan needs to be on the methods I use to assess my student’s work and also how I use this information to improve my lessons. For example: poor grades which are consistent through out a class can be an indication of a lesson plan which needs to be revised.
I also want to consider using participation and effort as a form of assessment during the instructional phase of a unit. Many of my lessons are hands on and I have noticed students are not as involved in the class discussion phase of a project. I believe if they understand I am looking for their opinions this will encourage students to become more involved.
A new question or consideration I have is on the use of portfolios in my classroom. One of the goals in my GAME plan focuses on Facilitating and Inspiring Student Learning and Creativity. I believe the electronic portfolio project can help achieve this goal. Barrett, and Garrett, (2009) refer to Portfolios as “a students own stories of what they know, why they believe they know it, and why others should be of the same opinion. A portfolio is opinion backed by fact... Students prove what they know with samples of their work.” (p.2). Considering I see the entire school (grades six through eight), this could be an ongoing project my students work on from year to year and hopefully inspires them to continue in high school.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning
Kottler, J. A., Zehm, S. J., & Kottler, E. (2005). On being a teacher: The human dimension (3rd ed.). Thousand Oaks, CA: Corwin Press.
Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning by Helen Barrett & Nathan Garrett - a work in progress in GoogleDocs (October 2007) Published in On the Horizon Vol. 17 No. 2, 2009, pp. 142-152, © Emerald Group Publishing Limited, ISSN 1074-8121 http://docs.google.com/Doc?id=dd76m5s2_39fsmjdk
Tuesday, November 16, 2010
Carrying Out My GAME Plan WEEK 3 EDUC-6713I-6
The intended learning strategy is: Discovering what makes up a strong bridge structure. This will be accomplished through a group effort consisting of internet research, compilation of data, and a presentation of the results in a multimedia program such as powerpoint.
Resources needed are: The first resource is access to the internet; luckily this is available in one of my classrooms. I plan on creating a teacher’s blog site which will contain step by step instructions on the bridge project. It will also have information such as links to web sites containing important information on bridge structures. I am fortunate that each computer has a powerpoint program on it for students to demonstrate what they have learned.
One of my strategies or goal is: to determine the learning preferences of my students so I may properly place them in groups which consist of diverse talents that compliment each other. My goal is to create teams of learners with different skills so they can help each learn the entire bridge design curriculum rather then watering it down. Cennamon, Ross, and Ertmer (2010) confirm this by mentioning “As a teacher, you develop learning goals for your students that allow them to obtain the skills and knowledge required by curricula and standards”(p.121).
So far I have been able to confirm each computer does have a working version of powerpoint, and the web links from last year are still valid. I plan on taking an informal survey to see how many students do NOT have internet access at home. This will be an important factor when determining if (and what type of homework) I can assign.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Resources needed are: The first resource is access to the internet; luckily this is available in one of my classrooms. I plan on creating a teacher’s blog site which will contain step by step instructions on the bridge project. It will also have information such as links to web sites containing important information on bridge structures. I am fortunate that each computer has a powerpoint program on it for students to demonstrate what they have learned.
One of my strategies or goal is: to determine the learning preferences of my students so I may properly place them in groups which consist of diverse talents that compliment each other. My goal is to create teams of learners with different skills so they can help each learn the entire bridge design curriculum rather then watering it down. Cennamon, Ross, and Ertmer (2010) confirm this by mentioning “As a teacher, you develop learning goals for your students that allow them to obtain the skills and knowledge required by curricula and standards”(p.121).
So far I have been able to confirm each computer does have a working version of powerpoint, and the web links from last year are still valid. I plan on taking an informal survey to see how many students do NOT have internet access at home. This will be an important factor when determining if (and what type of homework) I can assign.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Tuesday, November 9, 2010
My Personal GAME Plan (EDUC-6713I-6)
The process of developing my personal game plan and successfully implementing it can best be achieved through a step by step process. Initially it appears to be an overwhelming task, however, when broken down into steps the process becomes manageable. I am taking the advice I give to my students when ever they feel intimidated by the scope of a project. “A step at a time will get you to where you need to be”
The first performance indicator I have chosen to focus on for improvement is: Indicator #1 Facilitate and Inspire Student Learning and Creativity.
According to Dr. Peggy Ertmer confidence is an important variable when teaching technology. If I am to successfully promote innovative thinking, and inventiveness then I must be comfortable as well as confident in my own abilities to make use of the technology needed to facilitate the experiences. My plan is to introduce one additional piece of technology to my bridge building lesson which will promote student reflection, planning, and creativity. The powerpoint program can be a useful mindtool which will fit this situation nicely. Computers are available on a daily basis so I will always have access to this technology. Cennamon, Ross, and Ertmer (2010) describe a mind tool as “a computer application that enables learners to represent, manipulate, or reflect on what they know” (p.56).
The important part of using technology as a teaching tool is to be comfortable with it prior to implementing it into the lesson. Students can sense when a teacher is hesitant about doing something new. The action I will take to achieve this goal is to become more familiar with the powerpoint program by running through each step of the lesson as if I were a student, remove any pitfalls, and create a working sample which I can use as a teaching tool. I will monitor my progress by comparing results of lessons conducted prior to the implementation of the new technology with results of the revised lesson. I will be looking for an increased level of student engagement, creativity, and problem solving.
The Second performance indicator I have chosen to focus on for improvement is: Indicator #4 Promote and Model Digital Citizenship and Responsibility
This goal gives me the opportunity to collaborate with other teachers in my school. Teaching safe and ethical use of digital information has become a top priority at many schools. My goal is to prepare students for high school and beyond. Eagleton and Dobler (2007) mention that: “to prepare today’s students to be successful in school and to compete in tomorrow’s workplace we had better start teaching them to be web literate”(p.119) .
My classroom is the perfect setting to promote and model digital etiquette as well as proper social interactions as they relate to technology. Students too often cut and paste information without giving proper credit to the author, or post inappropriate information on sites such as facebook.
To achieve this goal I would first need to become more educated in this area. My librarian is highly skilled in the area of referencing material and creating citations. I believe we could work as a team to teach these skills to all students at our middle school. Internet safety is touched upon by a local police officer who does a presentation once a year. I would like to collaborate with the officer and take this into my classroom where they have the use of computers.
Monitoring and evaluating my progress in this area will be a challenge. My learning will be extended through collaboration with my peers; I believe we could all learn from each other. I am open to any suggestions on how to evaluate my progress.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press
Laureate Education, Inc. (Executive Producer). (2009). “Enriching Content Area Learning Experiences with Technology, Part 1” [Educational video]. Baltimore: Author.
The first performance indicator I have chosen to focus on for improvement is: Indicator #1 Facilitate and Inspire Student Learning and Creativity.
According to Dr. Peggy Ertmer confidence is an important variable when teaching technology. If I am to successfully promote innovative thinking, and inventiveness then I must be comfortable as well as confident in my own abilities to make use of the technology needed to facilitate the experiences. My plan is to introduce one additional piece of technology to my bridge building lesson which will promote student reflection, planning, and creativity. The powerpoint program can be a useful mindtool which will fit this situation nicely. Computers are available on a daily basis so I will always have access to this technology. Cennamon, Ross, and Ertmer (2010) describe a mind tool as “a computer application that enables learners to represent, manipulate, or reflect on what they know” (p.56).
The important part of using technology as a teaching tool is to be comfortable with it prior to implementing it into the lesson. Students can sense when a teacher is hesitant about doing something new. The action I will take to achieve this goal is to become more familiar with the powerpoint program by running through each step of the lesson as if I were a student, remove any pitfalls, and create a working sample which I can use as a teaching tool. I will monitor my progress by comparing results of lessons conducted prior to the implementation of the new technology with results of the revised lesson. I will be looking for an increased level of student engagement, creativity, and problem solving.
The Second performance indicator I have chosen to focus on for improvement is: Indicator #4 Promote and Model Digital Citizenship and Responsibility
This goal gives me the opportunity to collaborate with other teachers in my school. Teaching safe and ethical use of digital information has become a top priority at many schools. My goal is to prepare students for high school and beyond. Eagleton and Dobler (2007) mention that: “to prepare today’s students to be successful in school and to compete in tomorrow’s workplace we had better start teaching them to be web literate”(p.119) .
My classroom is the perfect setting to promote and model digital etiquette as well as proper social interactions as they relate to technology. Students too often cut and paste information without giving proper credit to the author, or post inappropriate information on sites such as facebook.
To achieve this goal I would first need to become more educated in this area. My librarian is highly skilled in the area of referencing material and creating citations. I believe we could work as a team to teach these skills to all students at our middle school. Internet safety is touched upon by a local police officer who does a presentation once a year. I would like to collaborate with the officer and take this into my classroom where they have the use of computers.
Monitoring and evaluating my progress in this area will be a challenge. My learning will be extended through collaboration with my peers; I believe we could all learn from each other. I am open to any suggestions on how to evaluate my progress.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press
Laureate Education, Inc. (Executive Producer). (2009). “Enriching Content Area Learning Experiences with Technology, Part 1” [Educational video]. Baltimore: Author.
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