In regard to my GAME plan, my modeling goals are progressing, as I have used a Power Point about story elements I discovered on the Internet, discussed with my learners how I narrowed down poetry websites to post to our planned wiki, invited a co-worker to help me with a lesson using a whiteboard,, and have challenged students to not only investigate poetry on their own, but to implement a think-aloud, using the overhead, for the class, as we exercise our critical thinking and analysis skills.
I have forwarded the websites, including www.americanpoets.com, www.gigglepoetry.com, www.robertpottle.com, and www.poetry4kids.com, to my administrators for perusal, hoping this will compel them to take quicker action in regard to my request. I am learning swiftly how important planning is when requiring the approval and actions of others, and must keep in mind that my intermediate building alone has over 1200 students and over 100 teachers, so I am no special case.
I have found I can readily incorporate brief “posthole units” into my curriculum, thereby meeting my GAME goals, including the further modeling of technology use via problem based learning for my pupils (Ertmer & Simons, 2006). We actually engage in this type of learning often, as we discuss our novels and pose questions as to what characters should, or might, do, and why particular events take place, the new component being technology. For example, students can take their queries outside the classroom, investigating settings, such as Auschwitz or Depression Era California, and the like, in order to make inferences about events in a text. The activity I am planning for this week will encompass much more in terms of research and thus will include technology on many levels. Learners will utilize the Internet, e-mail, and a wiki, as well as media they will self-select.
I am excited that this task I am developing is one that will offer students many opportunities to stretch their thinking skills, practice in leadership abilities, exposure to several content areas, including math, technology, research practice, and twenty-first century communication and writing skills, and perhaps even geography, as learners may connect with other schools or endeavor to acquire texts that are set in areas unfamiliar to them. The avenues for assessment are numerous, including daily checks, journals, blogs, and the like, as suggested in this week’s video resources (Laureate Education, Inc., 2008), and as noted by Cennamo & Ertmer (2010), students will be challenged to promote both their content and technology skills.
References
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.
Laureate Education, Inc. (Executive Producer). (2008). Program number nine. Integrating Technology Across the Content Areas [Motion picture]. “Spotlight on Technology: Problem-Based Learning, Part 2. Baltimore: Author.
December 3, 2009 at 8:05 pm |
Hello Monica,
I am also an advocate for “Posthole” units. I feel like in the beginning, I just want to integrate technology tools into everything I did in the classroom. It became very overwhelming for me. After I re-focused and decided to take one step at a time in small increments, I was able to reach my goals with more success. In time, little by little, I will have a well developed technology-based classroom environment. It sounds like you are having a great deal of success meeting the goals that you have established at this time. Good Luck to you.
Kristin
December 5, 2009 at 1:10 am |
Hi Kristin,
I find it funny that I need to be reminded, as of late, to take things slowly, as I have drilled the motto “one day at a time” into my own children’s heads over the years. As you stated, we all have to reflect and adjust along the way. Thanks for your post, and good luck to you as well!
Monica
December 4, 2009 at 12:23 pm |
Monica
It sounds as though your GAME plan is really taking shape and that you are noticing the benefits already. I like that you are moving ahead with your plans and using the tools you have available today while still pushing forward to gain the resources you would like to have. Cennamo, Ross, & Ertmer (2009) add: “While technology is not essential to creating authentic, learner-centered instruction, it offers a powerful resource for engaging students in authentic experiences, typically increasing both their motivation and their learning” (p. 51).
The technology-infused activity that you are planning sounds great. I especially like that it will offer links to several curriculums, use varied channels of collaboration, and extend refinement of problem-solving skills. Best of luck as you continue your pursuit to reach your GAME plan goals.
Reference
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
December 5, 2009 at 1:19 am |
Hi Wanda,
Cennamo & Ertmer’s (2010) comments about technology being a powerful tool for engaging students is proving quite true in my classroom. I have received several parent e-mails recently, a real boost after my initial lack of interest, concerning a remediation project I just presented to my learners. We have remediation at the end of the day, and frankly, it is all we can do to get through it, both students and teachers. Therefore, we are taking on a media project that students will develop at home for the most part, and they are so excited. All of my team members came to ask me about it, as I just decided on the spur of the moment to assign it, and had not discussed it with anyone. Their task is to use what they know about themselves now to predict what they may become in the future and present a media project to the class about their predictions. I used the example that I loved playing school as a kid, babysat often, was academically oriented, and a voracious reader, all of which were good indicators that I would end up in the field of education. I cannot wait to see what they come up with. It is turning out to be a great way to get through these few weeks preceding the holidays, when everyone’s heads are thinking about presents and vacation, as well as to offer them practice in researching a topic!
Monica
Reference
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
December 4, 2009 at 5:27 pm |
Monica,
Your GAME plan sounds great, and as Wanda stated, is starting to “take shape.” The opportunity for involvement in using the posthole units will certainly help your students create quickly once the major project comes along. This is excellent work – it was great to read your reflection!
-Stephen
December 5, 2009 at 1:21 am |
Hi Stephen,
I believe stressing reflection, in one’s own life, as well as within one’s teaching, is one of the most important things I have learned these past months. I hope my students gain as much from it as I seem to be.
Monica
December 6, 2009 at 5:38 pm |
Posthole units is a new term that I hd not been aware of. But I do find them to be quick easy to develop. I have several “posthole” units that I aready use. I just hadn’t realized what they were.