Happy Thanksgiving Everyone and especially enjoy the time off from school with your family and friends!!!
I have found SOME information and SOME resources I need. The problems is that I am finding some information and resources that I don't need. The biggest problem that I am encountering is one that was easy to predict: time management. I have had some success finding resourceful information, but it is cluttered with material that is useless or irrelevant. By the time I sift through what is important and what isn't, what's credible and what isn't, I have spent an absorbent amount of time. Most of this time spent is partly due to being a perfectionist, but I am also skeptical that my processes are ineffective. Being proficient in utilizing these tools, I have found, will require the one thing that I have a very limited amount of: time. I may need some professional guidance from some of you that have been there, done that. What would be an effective, time consuming method of research and development?
I have been successful in collaborating with colleagues and sharing useful information via e mail and directly. I have learned a few helpful hints on how to effectively manage a class wiki and blog from our Media Specialist (librarian). Our class has since had several assignments via our class blog. One of my modifications to my GAME plan is to enhance our blog and wiki with more advanced requirements. I intend on having students attaching hyperlinks to their responses and becoming more proficient with many of their additional tools. If any of you have any suggestions on some blog / wiki information that you have found successful in the past, please speak freely and let me in on some of your secrets.
I have definitely learned that I need to allocate more time for planning. I definitely don't adequately prepare as well as I should. As a result of these tendencies, I tend to become overwhelmed with everyday tasks that are required of us, such as grading and communicating with parents. The only real "new" question that has arisen since initiation of my elusive GAME plan is simple, how can I make it better? This is not necessarily a new question, but rather a question that should be considered new each time self-reflection is needed.
Kevin
Wednesday, November 25, 2009
Wednesday, November 18, 2009
Carrying out my GAME plan (week 3 post)
Oh boy. It is always so much easier just to talk about it and not be about it. Actually putting the GAME plan into action or putting anything into action is always daunting for me. I don't know why but general anxiety sets in when I do something that I am inexperienced with. First off, technology is used more as an excuse or crutch in my district than it is something to propel student learning. It will be extremely difficult to incorporate exotic and elaborate technology into my classroom with no student computers and only one teacher laptop and projector. I know that may seem like a cop out to most (and maybe it is) but you have to understand my situation before going on...
My intended learning strategy is to get students to construct or create something collaboratively with one another and with the purpose of gaining a better understanding of our constitutional rights. By the way, I teach high school social studies and the last few years, I have been fortunate enough to teach senior government. The resources I would need is access to a smart board (possible, but need to sign out in advance), our computer lab (so that students can have some time on a computer), my projector and laptop, and I am not certain of what else. I would like to start the project off with a webcast or interview over the internet with a previous or current student (close to age of my students) that has done something similar. They will hopefully instill confidence in them that it is possible, they can get an idea of what the final product will look like, they will hear it from someone other than me and someone they would consider a peer, and finally, they will be encouraged to learn and do so by incorporating technological tools (like the webcast or internet teleconference). I am somewhat playing make believe here because I am not even sure if our district / building has the necessary tools to facilitate such a thing.
I need to know how to make the best out of a least desirable situation. Most of my students have a negative outlook on their school and their school's technology. I need something that will grab their attention and let them know that this assignment, this class and this teacher are for real. I want them to know that although this district is not affluent and necessary tools aren't available, we can still accomplish big things. I know I am being wishful, but I would like to believe that someone or some place in our school system or community could provide some assistance. We have a beautiful public library in our town. Maybe pool together resources with them? I am not sure and sometimes my anxiety can take over when I am not certain if I am heading in the right direction.
So far, the only steps I have taken is doing background research and spending time figuring out what is available. I have learned that we do have two smart boards in the building (for nearly 90 teachers to share). I have not yet try to sign one out, but I have been told that there is a "waiting list." I have spoken to our media specialist and I have been set up with access codes to bypass filtering blocks from internet searching. I have already created a classroom blog and wiki. Students have made a few posts and are becoming familiar with a few basics to using such resources. However, they are still apprehensive (like me) and aren't sure of themselves because it is new to them.
Kevin
My intended learning strategy is to get students to construct or create something collaboratively with one another and with the purpose of gaining a better understanding of our constitutional rights. By the way, I teach high school social studies and the last few years, I have been fortunate enough to teach senior government. The resources I would need is access to a smart board (possible, but need to sign out in advance), our computer lab (so that students can have some time on a computer), my projector and laptop, and I am not certain of what else. I would like to start the project off with a webcast or interview over the internet with a previous or current student (close to age of my students) that has done something similar. They will hopefully instill confidence in them that it is possible, they can get an idea of what the final product will look like, they will hear it from someone other than me and someone they would consider a peer, and finally, they will be encouraged to learn and do so by incorporating technological tools (like the webcast or internet teleconference). I am somewhat playing make believe here because I am not even sure if our district / building has the necessary tools to facilitate such a thing.
I need to know how to make the best out of a least desirable situation. Most of my students have a negative outlook on their school and their school's technology. I need something that will grab their attention and let them know that this assignment, this class and this teacher are for real. I want them to know that although this district is not affluent and necessary tools aren't available, we can still accomplish big things. I know I am being wishful, but I would like to believe that someone or some place in our school system or community could provide some assistance. We have a beautiful public library in our town. Maybe pool together resources with them? I am not sure and sometimes my anxiety can take over when I am not certain if I am heading in the right direction.
So far, the only steps I have taken is doing background research and spending time figuring out what is available. I have learned that we do have two smart boards in the building (for nearly 90 teachers to share). I have not yet try to sign one out, but I have been told that there is a "waiting list." I have spoken to our media specialist and I have been set up with access codes to bypass filtering blocks from internet searching. I have already created a classroom blog and wiki. Students have made a few posts and are becoming familiar with a few basics to using such resources. However, they are still apprehensive (like me) and aren't sure of themselves because it is new to them.
Kevin
Thursday, November 12, 2009
GAME plan
The following is my GAME plan to enrich the learning environment of my social studies class by integrating technology into both new lessons and those already created. Two areas that I would like to improve upon from the National Educational Technology Standards (NETS•T)and Performance Indicators for Teachers and Performance Indicators for Teachers are:
1. #1 - Facilitate and Inspire Student Learning and Creativity
2. #3 - Model Digital-Age Work and Learning
The following GAME plan is fit to help me improve myself with regards to these performance standards and indicators:
G : Before starting anything, it is important to set goals. My first goal is to become proficient in the technology that will be implemented. With regards to the first standard of facilitating and inspiring student learning and creativity, I will specifically focus on indicators: c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes and d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. I have created a class blog and wiki for the first time this year. As a result of my inexperience and lack of technology within the district, I have taken small baby steps towards implementing such tools. The students have already been conditioned on how to properly cite online resources and how to properly post onto our class blog. My goal for this is to enhance student comprehension of certain topics through the use of this blog and other social networking resources online. Utilizing virtual environments and other technological tools is a something that I intend on incorporating for many lessons. My second goal of modeling digital-age work and learning will be focused primarily on indicators: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations; and b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. In order for the lesson to be successful, I need to become proficient in the technology that will be incorporated.
A : The action that I will be taking towards achieving these goals are simply to adequately prepare for facilitating such lessons. Due to my inexperience with such tools, I must become proficient in managing these resources. I will coordinate several meetings and collaborate with the media specialist at our school and two teachers of whom I know already have integrated similar technology into their lessons and have been successful. I have already spoken to one of those teachers and gathered valuable information as to how to manage certain functions within such assignments. I will also approach my supervising principal and ask for "friendly coverage" so that I can observe a lesson firsthand from one of my colleagues.
M : I plan on monitoring all student input into the blog and keeping a log of each entry per each student. I have already spoken to our technology director and have inquired about software that may be available that can monitor each computer in the lab during the time spent in class. I will be able to monitor what each student is doing and without being physically standing over them. The difficult task I will have is to monitor those students who will complete their entries and tasks at home online. I am not certain of the appropriate methods for this and will definitely seek out advice from my colleagues at school and my classmates here at Walden.
E: How I intend on evaluating my progress will be according to the responses from my students. I will be able to determine, through their responses, how they are comprehending certain topics and adjust the lesson accordingly. I will need to develop specific rubrics that will outline certain responsibilities and they will be followed by certain deadlines that will need to be met. I will evaluate their progress at various stages of the lesson(s) and not simply at the end.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
1. #1 - Facilitate and Inspire Student Learning and Creativity
2. #3 - Model Digital-Age Work and Learning
The following GAME plan is fit to help me improve myself with regards to these performance standards and indicators:
G : Before starting anything, it is important to set goals. My first goal is to become proficient in the technology that will be implemented. With regards to the first standard of facilitating and inspiring student learning and creativity, I will specifically focus on indicators: c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes and d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. I have created a class blog and wiki for the first time this year. As a result of my inexperience and lack of technology within the district, I have taken small baby steps towards implementing such tools. The students have already been conditioned on how to properly cite online resources and how to properly post onto our class blog. My goal for this is to enhance student comprehension of certain topics through the use of this blog and other social networking resources online. Utilizing virtual environments and other technological tools is a something that I intend on incorporating for many lessons. My second goal of modeling digital-age work and learning will be focused primarily on indicators: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations; and b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. In order for the lesson to be successful, I need to become proficient in the technology that will be incorporated.
A : The action that I will be taking towards achieving these goals are simply to adequately prepare for facilitating such lessons. Due to my inexperience with such tools, I must become proficient in managing these resources. I will coordinate several meetings and collaborate with the media specialist at our school and two teachers of whom I know already have integrated similar technology into their lessons and have been successful. I have already spoken to one of those teachers and gathered valuable information as to how to manage certain functions within such assignments. I will also approach my supervising principal and ask for "friendly coverage" so that I can observe a lesson firsthand from one of my colleagues.
M : I plan on monitoring all student input into the blog and keeping a log of each entry per each student. I have already spoken to our technology director and have inquired about software that may be available that can monitor each computer in the lab during the time spent in class. I will be able to monitor what each student is doing and without being physically standing over them. The difficult task I will have is to monitor those students who will complete their entries and tasks at home online. I am not certain of the appropriate methods for this and will definitely seek out advice from my colleagues at school and my classmates here at Walden.
E: How I intend on evaluating my progress will be according to the responses from my students. I will be able to determine, through their responses, how they are comprehending certain topics and adjust the lesson accordingly. I will need to develop specific rubrics that will outline certain responsibilities and they will be followed by certain deadlines that will need to be met. I will evaluate their progress at various stages of the lesson(s) and not simply at the end.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Sunday, November 1, 2009
Week 8 Reflection (EDUC 6712)
I would say that the most striking revelation involving the new literacy skills would be from week one. Questioning, as Dr. Hartman noted in week one’s DVD program (Laureate Education, Inc., 2009), starts with the students asking a question and that this is backwards from the traditional book culture that we have grown so accustomed to. I haven’t even passed out books this year. We have only used the books twice as reference material. My supervisors are not fond of this fact, and they have made it clear to me that students “need something to take home to mom and dad to prove that work is being done in the classroom.” It is a shame that we spend over 130,000 dollars on textbooks every year.
I have learned how to properly design a curriculum using such templates as our Inquiry-based Unit Plan that we created for this course. I intend on using such practices to design a curriculum based around the many new literacy skills that we have learned in this course and from previous courses as well. In order for me to do this, I must become more proficient in creating effective lessons integrating what little technology is available to me and my students.
One of my professional goals that I have created as a result of this class is to apply for grants from local businesses to obtain more computers, preferably laptops. It is very difficult for me to get amped up about integrating technology when there is a waiting period to access the school lab and there are no computers in the classroom. The lab that I am referring to also has outdated equipment running on ridiculously slow servers (some still run Windows 95 and 98). If I can somehow access a small number of laptop computers, I feel that many of the lessons I would like to incorporate into my teaching could be more attainable. This is a reality that I must face and stop blaming others for.
I have learned how to properly design a curriculum using such templates as our Inquiry-based Unit Plan that we created for this course. I intend on using such practices to design a curriculum based around the many new literacy skills that we have learned in this course and from previous courses as well. In order for me to do this, I must become more proficient in creating effective lessons integrating what little technology is available to me and my students.
One of my professional goals that I have created as a result of this class is to apply for grants from local businesses to obtain more computers, preferably laptops. It is very difficult for me to get amped up about integrating technology when there is a waiting period to access the school lab and there are no computers in the classroom. The lab that I am referring to also has outdated equipment running on ridiculously slow servers (some still run Windows 95 and 98). If I can somehow access a small number of laptop computers, I feel that many of the lessons I would like to incorporate into my teaching could be more attainable. This is a reality that I must face and stop blaming others for.
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