GAME Plan Progress Update 2

With this week’s focus on assessments, I decided to concentrate my actions on creating an appropriate assessment for my first GAME plan goal. In this first goal, I aim to create an authentic learning experience for my students. They will be put into groups representing the Weather-Wise Travel Agency. Within the project, groups will be given a client for whom they need to design a vacation package. Their client will make requests as to the time of year they want to vacation (spring, summer, fall, winter), the type of location that they visit (city, beach, mountain, desert, etc.), and the type of weather they hope to experience on their trip (hot and sunny, windy, rainy, cold and snowy, etc.). Student groups will research their clients’ wishes and make a recommendation for their trip in the form of a group travel brochure and presentation. Within these presentations, groups must share their clients’ requests and explain the rationale for why they selected the particular vacation site. Because this problem-based activity presents many challenges for grading, I have decided that a rubric will be the best way to assess learning.

Rubrics are a helpful type of assessment because they allow a teacher to assess student work without subjectivity, and they provide an opportunity for the teacher to share feedback with the student (Cennamo, Ross, & Ertmer, 2009). According to Cennamo et al. (2009), “Rubrics are framed by some type of scale, but the degrees of the scale are clearly described or defined to demonstrate different levels of quality” (p. 155). Brookhart (1999) explains, “Your rubric should relate to the standards or learning goals for the activity, lesson, or project and the descriptions should clearly describe the levels of performance rather than subjective judgements” (as cited in Cennamo, et al., 2009, p. 155). Below you can find the rubric that I have created for use within this authentic learning experience.

 

	4	3	2	1
Client’s wishes	All of client’s wishes are clearly defined.	Most of client’s wishes are clearly defined.	Client’s wishes are not clearly defined.	Client’s wishes are not defined.
Vacation Site	Vacation site is identified and vividly described.	Vacation site is identified and described.	Vacation site is identified.	Vacation site is not identified or described.
Rationale	Rationale for vacation site selection is clearly described and based upon evidence found in research.	Rationale for vacation site selection is described and loosely based upon evidence found in research.	Rationale for vacation site selection is clearly described.	Rationale for vacation site selection is not described.
Understanding of Content	Rationale demonstrates clear understanding of the content (weather patterns).	Rationale demonstrates understanding of the content (weather patterns). While no inaccuracies are made, understanding is not clearly demonstrated.	Rationale demonstrates some understanding of the content (weather patterns). Some inaccuracies are made in rationale.	Rationale does not demonstrate an understanding of the content (weather patterns).
Brochure	Brochure is visually appealing with no errors in grammar or spelling. All project requirements are present.	Brochure may or may not be visually appealing with very few (1-2) errors in grammar or spelling. All project requirements are present.	Brochure is not visually appealing or has many errors in grammar or spelling. One project requirement is missing.	Brochure is not visually appealing and has many errors in grammar or spelling. More than one project requirement is missing.
Sources	All sources are listed in appropriate format.	All sources are listed. There are few (1-3) errors in format.	Not all sources are listed OR many (4+) errors exist in format.	Sources are not listed OR format is inaccurate.
Presentation	All presenters demonstrate good speaking skills (eye contact, volume, etc.). Presentation shows signs that it has been rehearsed.	Most presenters demonstrate good speaking skills (eye contact, volume, etc.). Presentation shows signs that it has been rehearsed.	Few presenters demonstrate good speaking skills (eye contact, volume, etc.). Presentation may or may not show signs that it has been rehearsed.	Presenters do not demonstrate good speaking skills (eye contact, volume, etc.). Presentation has not been rehearsed.

 

             As I work my way through my GAME plans, I have experienced a few difficulties in finding resources. This challenge has arisen in the area of finding appropriate websites for my students to utilize during the research portion of the Weather-Wise Travel Agency lesson. I am able to find many sources detailing the weather patterns found in various locations around the globe. However, it has been challenging to amass a large selection of possibilities that are appropriately geared toward my students’ age level (fifth grade). As I attempted to find these resources, I did make one revision to my lesson plan. Instead of focusing strictly on the study of climate, I realized that it is more accurate, and easier to understand, if my students use common weather patterns to help them select their vacation sites. I have learned that using a GAME plan to identify my goals, actions, monitoring, and evaluations has helped me to efficiently work toward solving my goals. At this point, I still have much to complete in order to meet both goals. However, with my GAME plan as a guide, completion is certainly attainable.

 

 

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.

GAME Plan Progress Update

In completing this week’s learning resources and reading this blog prompt, I can see that my personal GAME plans are going to be challenging to work through completely during the duration of this course. However, I will be able to make progress in setting my goals and taking action upon them. My first goal, aiming to meet NETS-T indicator 2.a., is to develop the authentic learning experience that I brainstormed during week one of this course. As a second component to this goal, I would like to use the lesson within my science class this fall. However, since school is not currently in session, I will postpone that portion of my GAME plan for now. At this point, I have not yet begun to take action on meeting this first goal. My focus was centered more upon my second goal over the past week.

In order to take action upon this first goal, I need to access the instructional materials that I plan to use during my instruction of this unit. This will require me to log into my school’s digital folder system through the remote desktop and to go into my classroom to retrieve the hard copy versions of some of my other resources. I need to do this to ensure that my lesson fits within the scope of the curriculum I will be covering prior to the lesson, and so that I can be certain the lesson is appropriately challenging for my fifth grade students. As Rose and Meyer (2002) assert, “Universal design for learning suggests that teachers can remove barriers to learning by providing flexibility in terms of options for materials, methods, and assessments” (as cited in Cennamo, Ross, & Ertmer, 2009, p. 116-117). One way that this flexibility can be afforded is by presenting the information to my students at a variety of reading levels. Instead of setting my students free to research anywhere on the internet, I will create and have my students use a custom Google search engine. Therefore, I will be able to remove some of the reading barriers an open internet search would provide to my lower readers, and I can still challenge my gifted students and higher readers with articles and information at their levels. If any readers of this blog happen to know of some grade five appropriate website examples on climate, I will gladly take the suggestions!

               My second goal sets out to meet NETS-T standard 5.b., and in order to exhibit leadership within the area of technology infusion, I need to join my school’s professional development committee. For this goal, I have already begun to take action. Over the past week, I contacted the professional development committee chairperson and expressed my interest in joining the committee. I wrote a paragraph rationale explaining why I wanted to join the committee and how I thought I would be able to make a positive impact on the school climate by taking part in it. I then emailed this explanation to the chairperson and the teacher’s association president, who then appointed me to the committee. Finally, I made an alteration to a planned event that I had for Friday, August 2, 2013, so that I am now able to attend the summer planning meeting for the committee.

               While this goal will certainly help me to meet the NETS-T indicator, it does not require me to create or teach a specific lesson. Therefore, I have no need to gather resources to meet this goal; the resources will be provided to me in the form of in-services, trainings, and opportunities to pilot new forms of technology through the Board of Education. I am especially looking forward to the piloting opportunities, and I hope to have the opportunity to try out new devices and programs that can be used as assistive technology. As Dr. John Ross explained in this week’s learning resources, it is imperative that teachers know how to use the assistive technology they have available before expecting students to use it (Laureate Education, Inc., 2009). This is a new portion of my goal that came about as a result of learning more about assistive technology through reading and viewing this week’s video segments.

 

References:

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

 

Laureate Education, Inc. (Producer). (2009). Meeting Students Needs with Technology, Part 2. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Flauncher%3Ftype%3DCourse%26id%3D_3399044_1%26url%3D

GAME Plan for Meeting NETS-T Indicators

It is important today for teachers along with their students to be efficient self-directed learners. An educator that is a lifelong self-directed leaner will “be able to respond to the rapid and continuous technological changes that inevitably will occur during your professional career, keep your skills up-to-date, and better meet the needs of your students today and in the future” (Cennamo, Ross, & Ertmer, 2009, p.7). One way that individuals can become more proficient at self-directed learning is by utilizing the GAME plan (Cennamo, et al., 2009). In the GAME plan, a teacher or student sets goals, plans and takes action, monitors their learning, and evaluates their progress toward meeting their goals (Cennamo, et al., 2009). The following is my GAME plan for increasing my proficiency and strengthening my confidence in my ability to meet two of the National Teacher Education Standards for Teachers, or NETS-T.

Indicator One: NETS-T 2.a: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity (NETS for Teachers, 2012).

G(goals)

My goal is to formally develop the authentic learning experience which I brainstormed for my application last week and use it in my science classroom.

A(action)

In order to meet this goal, I will create all of the necessary components of a lesson entitled Weather-Wise Travel Agency. In this lesson, students will be placed into cooperative groups in which they will conduct research, analyze data, and draw conclusions in order to decide an appropriate vacation destination based upon their client’s requests. Groups will utilize information gathered from the internet and their knowledge of climate trends to solve their problem. Specifically, I will create at least five different client profiles, each with different requests as to the time of year, location type, and hopes for projected weather. I will also create a project explanation presentation and handout explaining the guidelines for the project. Finally, I will create the rubric which will be used to assess student group performance on the project.

The second segment of my action plan will be to conduct the lesson in my classroom. During my unit on meteorology, the project will be explained, students will be put into groups, client requests will be distributed, and students will begin working to solve their problems. I will act as a facilitator during this portion, moving from group to group to provide assistance and clarification where necessary.

M(monitor)

As I monitor progress, I will look to see if there are any additional components to the project preparation that were not included in my action plan. Anything needing to be edited or added to the project will be done. As students work on the project, I will record observations as to how the project is running and how well my students are able to meet the expectations. I will use my observations to further refine the project for the future.

E(evaluate and extend)

As my goal is to create a learning experience using digital tools which promotes student learning and creativity, I will be looking to see if this lesson is an example of an authentic learning experience. I will be evaluating it based upon the characteristics of authentic learning. This includes learning that is autonomous, active, holistic, complex, and challenging (Cennamo, et al., 2009). This goal will be extended by reflecting upon the lesson and making any necessary changes to it for the future. I will also be able to extend this goal by using it as a model for additional lessons that I create for my science content.

Indicator Two:

5.b: Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others (NETS for Teachers, 2012).

G(goals)

My goal is to become a member of my school’s professional development committee. As a member of this committee, I will play an integral role in guiding technology integration within my school, especially as that is the specific focus for the next school year. I will work with the curriculum coordinator and other colleagues to attend professional development on various innovative technology resources, gather input from staff members, coordinate and lead trainings for staff members on the school’s existing technology, and take part in a professional learning community on this topic. I will also pilot the new technological resources being considered by my Board of Education.

A(action)

In order to meet these goals, I must first be appointed to the committee. With the promotion of one committee member to an administrative capacity and another member leaving for a maternity leave, there are open slots on this committee. I will first email my interest to the committee leader and become a member. Then, I will participate in the summer planning meeting scheduled for the end of August. At this meeting, I will learn the specific time commitments required of me, and I will meet these commitments as the school year goes on. I will participate in all of the areas of the committee that were mentioned in my goal.

M(monitor)

In order to monitor my progress, I will create a professional development portfolio. This portfolio will allow me to “collect and reflect on artifacts that document professional growth” (Cennamo et al., 2009, p. 13). I will include supporting documents and artifacts, digital and print, for the different facets of technology integration that we discuss and evaluate. I will also record my observations on the experience as part of this portfolio.

E(evaluate and extend)

In order to evaluate my effectiveness of meeting my goals, I will look back through my portfolio. I will look to see if I was able to join the committee, participate in the various professional development opportunities, take part in the professional learning community, and pilot new resources for my colleagues. I will be able to decide how to extend my goal through reflecting on its completion. I will use my evaluation of my ability to meet the NETS-T indicator to decide if I need continued growth or if there are any aspects in which further learning interests me.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

NETS for teachers. (2012). Retrieved from http://www.iste.org/standards/nets-for-teachers