Game Plan - week 6

Game Plan – 4th and Goal!


• What have you learned so far that you can apply in your instructional practice?

I feel much more confident in my use of online collaborative tools, such as blogs and wikis. I now use a blog site for my science classes, and I am planning a technology lesson where students will interact via a wiki page to discuss and comment on some of the most important tool inventions of the 20th and 21st centuries. Through our coursework, I have been able to “troubleshoot” potential problems before they happen. I know not only how the pages are created, but I have worked on them enough to know what students are doing with just a quick glance.

• What goals are you still working toward?

I am working hard to keep the National Educational Technology Standards at the forefront of my lesson plans. Specifically, NETS-T 2.a - Design and Develop Digital-Age Learning Experiences and Assessments that adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

• Based on the NETS-T, what new learning goals will you set for yourself?

It is hard to give students the ability and opportunity to chart their own progress. But I am attempting to supply a number of alternate assessments for each science chapter. These assessments range from the tried and true multiple-choice test to an extensive PowerPoint presentation. I even plan to start letting students use the Promethean Board software to design their own teaching and presentation flipcharts. This goal comes from NETS-T 2.b Design and Develop Digital-Age Learning Experiences and Assessments: 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.

• What learning approaches will you try next time to improve your learning?

I will look for continued education training in both interactive software and collaborative software. High school students in our district are checked out a laptop and are expected to use it in every class, every day (of course, probably not gym). Each class has it’s own Moodle page, and some courses use wiki pages. If high school students are using this, I need to find a way to incorporate these tools into my 8th grade classes. And while I’m at it, I might as well teach my 7th graders as well.

GAME PLAN Week 5

My GAME plan still hangs heavy on my mind (despite all the visons of sugarplums getting in the way). I am trying to encorporate at least two more technology based lessons and assessments prior to the end of the semester. Computer Lab time is pretty limited, so I may need to put one lesson "on ice" until next year. But at least my way of thinking is changing.

How effective were your actions in helping you meet your goals?
So far, I have developed one technology based lesson plan. This assessment allowed students to choose which version of a chapter assignment they wished to complete. The students had the choice of a PowerPoint slide show, a Publisher poster, or the "tried and true" poster board diagram. While students were given the chcoice, all opted to partake in the PowerPoint assignment.
What have you learned so far that you can apply in your instructional practice?
I have learned that the use of technology broadens the ability of ALL students to participate in chapter lessons and assessment - in a way "leveling" the playing field. Using technology also allows students to choose move ahead in lessons and gives gifted and talented students the ability to go beyond the lessons.
What do you still have to learn? What new questions have arisen?
I am still looking for online science resources for students to participate in while in the computer lab. I also look forward to bringing new types of collaborative lessons to my classes. I feel that it is important for students to be able to learn and explore educational resources in a little more unstructured environment. As long as class rules and behavior expectations are specifically spelled out, students need the chance to learn how to take a small amount of control over their learning - especially when it comes to interacting with others.

How will you adjust your plan to fit your current needs?
I find myself thinking about technology integration as I write my lesson plans. In the past, I would spend many hours trying to decide what specific lessons would work in the computer lab. Now I can virtually take any lesson to the lab and feel that I have the resources and education necessary to teach the students the technology tools needed to complete the lesson.

My Game Plan so far - hopefully better than the Broncos

Week 4 -  Happy Thanksgiving everyone!

My Game Plan (to review)

I plan to explore and begin to create technology based assessments that will replace the current book of standardized test forms. I have already implemented a “project-based technology” assessment that allowed students to opt out of the standard test in order to construct an on-line presentation of the same material. This project allowed students to either create "velocity" word problems in PowerPoint, or they could choose to take the section book test. All students opted for the computer lab, and the assessments were a big success. The scores on the end of chapter tests showed me that the students got the information and were able to process it. I had given extra-credit problems in the test assuming that the scores would be so low. It backfired on me and many students ended up with scores above 100%.

I need to continue to look for some new technology based assessment tools beyond the Activotes and and PowerPoint projects. I will explore the internet for different types of performance-based assessments in the life and physical science areas. While it may not be possible to get to the computer lab for each assessment, I can use my laptop and Promethean Board to provide "class" assessments in the classroom. Any Science teachers out there who have come across online dissection labs or on-line physics labs, I would love to share resources. I think my kids are about "mythbustered" out.

One issue I will have to address with my students when we return to the lab for the next technology based assessment is the fact that some of them are working to hard to get the project completed first. It almost becomes a competition to see who can finish with just the "required" amount of work. A few students went above-and-beyond on the last project, but most just wanted to know "is this this okay?" I finally had to tell them that if they wanted me to look at it - I probably would find something else to change or add. I need to prepare a better rubric for them to help cut-down on these problems.

But 4 weeks in, it is going well. We will only have 14 days of school after Thanksgiving break, and I have one more technology project planned. I want to get my students involved in a wikispace and have them research and collaborate on Breakthrough Inventions of the 20th Century.

Come on Broncos!

The Denver Broncos football team had just finished their daily practice session when a large turkey came strutting onto the field. While the players gazed in amazement, the turkey walked up to head coach McDaniels and demanded a tryout. Everyone stared in silence as the turkey caught pass after pass and ran right through the defensive line. When the turkey returned to the sidelines, the coach shouted, "You're terrific!!! Sign up for the season, and I'll see to it that you get a huge bonus." "Forget the bonus," the turkey said, "All I want to know is, does the season go past Thanksgiving Day?"

Week 3 Application
GAME plan review

G – Set Goals
Goal #1 – Students will help to determine which technology “path” to follow. Students will begin to manage their own learning and progress. They will be able to customize their assessments using technology.
Goal #2 – Students will be able to choose the technology resources that best fit their learning style. (Students will be given the outline, but they can choose how to complete the test)

UPDATE 11/17:
This week I began a new technology project for my 7th grade Life Science Class. The instructions were to pick an animal, and then describe how it fits into the animal classification hierarchy. They could choose from three different technology outlets to design their project. The first choice was a 15-20 PowerPoint slide presentation with “all the bells and whistles.” The second choice was a multi-media poster designed with Microsoft Publisher. The third choice was left up to the student’s creativity. One student has opted for this option and is in the process of designing a blog for her animal. All other students are creating PowerPoint presentations. (No takers on the Publisher poster)

A - What actions you will take to achieve those goals?
I plan to explore and begin to create technology based assessments that will replace the current book of standardized test forms. I have already implemented a “project-based technology” assessment that allowed students to opt out of the standard test in order to construct an on-line presentation of the same material.

M – Progress Monitoring?
I have access to all student information saved in the computer lab, so I can log into a student folder and look at the technology piece. I can give them comments or offer suggestions at any time. I will also seek student input to keep assessment ideas fresh. Sometimes the best test is a test designed and constructed by the students themselves.

UPDATE 11/17:
Our school librarian is “hooked” on this project and has taken the added interest of helping me with the technology issues that arise with students. It is nice to have another set of eyes and ears in the lab (especially with 36 students). She has been a great help so far, and evens lets students come back in the afternoon for extra help.

E - Evaluation.
Multiple forms of technology based products can be hard to judge on the same level, but in the end, all of the projects should include the same amount of content. I will need to make modifications in some of the technology pieces for my ILP, RTI, ELL students in order for them to be successful. I will also need to develop short, specific rubrics that encompass various technology presentation formats. Ultimately, I need to be confident and resourceful in the technology available to students, and in my ability to instruct with this technology.

UPDATE 11/17:
In this DISCOVERY METHOD approach to learning, I have simply given students the topic and final requirement. I have left most of the information searching and research to them to conduct. Of course, I am constantly monitoring and observing student progress, and always available to offer ideas and suggestions. But the students themselves are in charge of deciding what is – or isn’t – important to the final project. I have made modifications to the project so that my two RTI students will be successful with a shorter presentation.

My Technology GAME plan:

Walden Course 6713I-3 Integrating Technology Across the Content Area

Week 2 Application

My Technology GAME plan:

The following GAME plan is based on my desire to increase the level of technology interaction of my students in my science classroom. Based on the ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers, I am looking at specific indicators b and c from Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments.

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

b. 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

c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

To improve my performance in the indicator areas b. and c., I have developed the following GAME plan:

G – Set Goals

Goal #1 – Students will help to determine which technology “path” to follow. Students will begin to manage their own learning and progress. They will be able to customize their assessments using technology.

Goal #2 – Students will be able to choose the technology resources that best fit their learning style. (Students will be given the outline, but they can choose how to complete the test)

A - What actions you will take to achieve those goals?

I plan to explore and begin to create technology based assessments that will replace the current book of standardized test forms. I have already implemented a “project-based technology” assessment that allowed students to opt out of the standard test in order to construct an on-line presentation of the same material.

M – Progress Monitoring?

I have access to all student information saved in the computer lab, so I can log into a student folder and look at the technology piece. I can give them comments or offer suggestions at any time. I will also seek student input to keep assessment ideas fresh. Sometimes the best test is a test designed and constructed by the students themselves.

E - Evaluation.

Multiple forms of technology based products can be hard to judge on the same level, but in the end, all of the projects should include the same amount of content. I will need to make modifications in some of the technology pieces for my ILP, RTI, ELL students in order for them to be successful. I will also need to develop short, specific rubrics that encompass various technology presentation formats. Ultimately, I need to be confident and resourceful in the technology available to students, and in my ability to instruct with this technology. (Laureate 2008)

Laureate Education Inc. (2009). “Enriching Content Area Learning Experiences with Technology”. Baltimore, MD: Laureate Education Inc.

National Education Standards at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

A final thought - Week 8, Information Literacy

EDUC-6712I-3 Supporting Information Literacy and Online Inquiry in the Classroom

Describe the most striking revelation you had about the teaching of new literacy skills to your students as a result of this course.

I have often considered the process it takes for students to search and process the information during computer lab “research” days. I just took for granted that students already understood the process of searching and evaluating information. As I would wander around the room from computer to computer, I would often notice many different forms of search techniques and information evaluation. I would also notice a few students completely off task or otherwise engaged in alternate behaviors. I assumed that these students were either bored by the assignment, or unable to complete the assignment. After working through the skills and techniques during this course, I now have a much better idea of how to teach these students the proper skills for searching for information that will better keep them on task and involved in the lesson.

The QUEST process of questioning, understanding resources, evaluating, synthesizing, and transforming allows students to explore technology based information more deeply, by asking more in-depth questions and critically evaluating their information and resources with more care and concern.( Eagleton 2008). This model of inquiry not only allows students to achieve a higher level of success in the classroom; it also prepares them for a life-time of learning skills necessary in the new age of 21st Century Skills for the Classroom.

Describe how the knowledge and experience gained in this course will influence your teaching practices going forward.

With the new QUEST skills of technology information inquiry, I will immediately begin to modify not only how I teach students to search for information, but I will also begin to look at how students process the information they receive from me in class. What do they do with that knowledge? Are they able to evaluate the lecture I just gave? What is the product of the lab we have just finished? These are now new practices that I will take into consideration when planning and implementing lessons.

Identify at least one professional development goal you would like to pursue that builds upon your learning in this course and develops your own information literacy or technology skills. Describe the steps you will take to accomplish this goal.

I plan to use the QUEST outline when planning technology based research projects. By using this outline in lesson plans and curriculum maps, I can help guarantee that my students will be properly synthesizing, evaluating and questioning the information that they get from the internet. By thinking of this outline first, I can help to guarantee that all students will be successful in their projects. As I get more comfortable in the QUEST outline, I will continue to implement it in other lessons and eventually demonstrate it to other teachers in my building at an upcoming school in service.

References
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.