Voice Thread for C.M.S.
You have to click on comments to listen to audio. Sorry I was having some issues.
http://voicethread.com/share/2159469/
Sunday, July 24, 2011
Sunday, April 24, 2011
Reflection: GAME Plan
Reflecting back on this course really lets me see how far I have come in using technology resources the past few months. In the Course, Integrating Technology across the Content Areas, I used technology in many exciting ways that are beneficial for my students and myself. I am excited to begin incorporating the numerous ideas and activities next school year.
One technique discussed in class was the GAME plan, a lesson plan based upon goals, actions, monitoring, and evaluating. The GAME plan I developed in this eight-week course was a great addition to my social studies courses. It offered a simple way to implement an idea with my students, monitor that activity, and then make adjustments as necessary. My GAME plan to create social networking sites based on current events in Japan was very successful. My students not only became more familiar with the use of blogs but also were exposed to current news that had a global impact. The students became active and seemed to enjoy the forming opinions and analyzing all the latest news stories on the event. It ended up being a great way to incorporate technology resources into my classes.
The technology that I am most interested in adding to my lessons is digital storytelling. I think it will be a great tool to incorporate to both my World Geography and World History courses. I think the student engagement with these types of activities will be extremely high and produce some really great work.
Overall, this class has introduced me to new teaching strategies and techniques that will help develop my own skills and those of my students. All of the lessons have been relevant and have included ideas that I can use in any of my classes.
One technique discussed in class was the GAME plan, a lesson plan based upon goals, actions, monitoring, and evaluating. The GAME plan I developed in this eight-week course was a great addition to my social studies courses. It offered a simple way to implement an idea with my students, monitor that activity, and then make adjustments as necessary. My GAME plan to create social networking sites based on current events in Japan was very successful. My students not only became more familiar with the use of blogs but also were exposed to current news that had a global impact. The students became active and seemed to enjoy the forming opinions and analyzing all the latest news stories on the event. It ended up being a great way to incorporate technology resources into my classes.
The technology that I am most interested in adding to my lessons is digital storytelling. I think it will be a great tool to incorporate to both my World Geography and World History courses. I think the student engagement with these types of activities will be extremely high and produce some really great work.
Overall, this class has introduced me to new teaching strategies and techniques that will help develop my own skills and those of my students. All of the lessons have been relevant and have included ideas that I can use in any of my classes.
Using the GAME Plan Process with Students
The NETS for Students coincide directly to those of the teachers. Students are to focus in on creativity, communication/collaboration, critical thinking, citizenship, research, and technology operations. These are areas that are not only beneficial for our students, but for the teachers, as well.
As I look over the past few weeks and the GAME plan I established, I realize that the students were following a plan although they were most likely not aware that they were doing so. I gave them a goal, they choose what actions to take, they monitored their progress, and thne evaluated their work. Some realized that their first actions were not great, they monitored their grade, evaluated that they didn't like it, and changed their actions. Some saw that they were on the right track and found their plan successful.
Just as this class did for me, I believe that bringing this process to their attention will help them see how easy it can be to work towards their goal. Once the students realize that they are already taking these actions, they will find it is not hard to continue to implement them throughout their work.
As I look over the past few weeks and the GAME plan I established, I realize that the students were following a plan although they were most likely not aware that they were doing so. I gave them a goal, they choose what actions to take, they monitored their progress, and thne evaluated their work. Some realized that their first actions were not great, they monitored their grade, evaluated that they didn't like it, and changed their actions. Some saw that they were on the right track and found their plan successful.
Just as this class did for me, I believe that bringing this process to their attention will help them see how easy it can be to work towards their goal. Once the students realize that they are already taking these actions, they will find it is not hard to continue to implement them throughout their work.
Sunday, April 10, 2011
Revising Your GAME Plan
What have you learned so far that you can apply in your instructional practice?
What goals are you still working toward?
The ideas that I take away from our own courses usually help with my students technology set ups or how group interaction should proceed. I often find, though, once my students are set on track, they tend to take off and produce great products with minimal guidance from myself. I would like to have a bit more of a structured lesson for my students to work within. Not only for their own understanding, but also for my own grading of their work. They can take ideas into so many different directions, it can be difficult to focus on main ideas.
Based on the NETS-T, what new learning goals will you set for yourself?
My two Goals/Actions:
1. Come up with "real-world issues" that students or professionals may encounter and have students brainstorm ideas to solve these issues.
2. Create engaging learning environments that involve networking and collaboration
I think that my students have done a pretty good job of taking on these ideas. I don't see a wholesale change of these concepts, maybe just look to focus on specifics a bit more as the lessons and practices are carried out.
If you are not ready to set new learning goals, how will you extend what you have learned so far?
Moving forward, my students need to begin to finalize how they are going to present their findings. I will have to be involved in helping them make sure they have specific issues they want to present and keep the focus on those areas. Research, ideas, and concepts have become very "big" for many of my students. Our class, as a whole, needs to become more focused on main ideas.
What learning approaches will you try next time to improve your learning?
In the future I would like to provide a more concentrated lesson that might be a bit more structured. I still want my students to expand, explore, and create their own ideas, but I want to make sure they are covering exactly what is necessary to succeed within our class. Again... focus.
What goals are you still working toward?
The ideas that I take away from our own courses usually help with my students technology set ups or how group interaction should proceed. I often find, though, once my students are set on track, they tend to take off and produce great products with minimal guidance from myself. I would like to have a bit more of a structured lesson for my students to work within. Not only for their own understanding, but also for my own grading of their work. They can take ideas into so many different directions, it can be difficult to focus on main ideas.
Based on the NETS-T, what new learning goals will you set for yourself?
My two Goals/Actions:
1. Come up with "real-world issues" that students or professionals may encounter and have students brainstorm ideas to solve these issues.
2. Create engaging learning environments that involve networking and collaboration
I think that my students have done a pretty good job of taking on these ideas. I don't see a wholesale change of these concepts, maybe just look to focus on specifics a bit more as the lessons and practices are carried out.
If you are not ready to set new learning goals, how will you extend what you have learned so far?
Moving forward, my students need to begin to finalize how they are going to present their findings. I will have to be involved in helping them make sure they have specific issues they want to present and keep the focus on those areas. Research, ideas, and concepts have become very "big" for many of my students. Our class, as a whole, needs to become more focused on main ideas.
What learning approaches will you try next time to improve your learning?
In the future I would like to provide a more concentrated lesson that might be a bit more structured. I still want my students to expand, explore, and create their own ideas, but I want to make sure they are covering exactly what is necessary to succeed within our class. Again... focus.
Wednesday, March 30, 2011
Evaluating Your GAME Plan Progress
How effective were your actions in helping you meet your goals?
I have had my students begin to set up group blogs in which they can openly discuss the issues we are studying involving Japan.
Most of the issues are technical in nature and just require students following directions. I believe these blogs will fulfill the
plan of creating an engaging learning environment that involves networking and
and collaboration.
What have you learned so far that you can apply in your instruction practice?
The ideas that I take away from our own courses usually help with my students technology set ups or how group interaction should
proceed. I often find, though, once my students are set on track, they tend to take off and produce great products with minimal
guidance from myself.
What do you still have to learn? What new questions have arisen?
I'm still looking for the best ways to effectively implement my ideas. I feel that I may be leaving things too open-ended and not
quite focused enough. I will probably have to see final products before I can make an exact determination, though.
How will you adjust your plan to fit your current needs?
I'm going to stick with the current plan and then make adjustments after the end result. The outcomes might not be perfect this
time through, but they will certainly help me down the road.
I have had my students begin to set up group blogs in which they can openly discuss the issues we are studying involving Japan.
Most of the issues are technical in nature and just require students following directions. I believe these blogs will fulfill the
plan of creating an engaging learning environment that involves networking and
and collaboration.
What have you learned so far that you can apply in your instruction practice?
The ideas that I take away from our own courses usually help with my students technology set ups or how group interaction should
proceed. I often find, though, once my students are set on track, they tend to take off and produce great products with minimal
guidance from myself.
What do you still have to learn? What new questions have arisen?
I'm still looking for the best ways to effectively implement my ideas. I feel that I may be leaving things too open-ended and not
quite focused enough. I will probably have to see final products before I can make an exact determination, though.
How will you adjust your plan to fit your current needs?
I'm going to stick with the current plan and then make adjustments after the end result. The outcomes might not be perfect this
time through, but they will certainly help me down the road.
Wednesday, March 23, 2011
Monitoring Your GAME Plan Progress
Are you finding the information and resources you need?
For my "real world issues," I am having my World Geography students focus on the current issues in Japan dealing with the earthquake, tsunami, and their aftermath. We have been researching all kinds of news stories and articles,
and now have to get to the point of focusing our research and findings to specific areas. We began with an idea of taking everything in, but now have to decide how to actually attack all of the relevant information. Most of the student
research has been Internet-based, and I believe will continue to remain so. That is generally the best tool for the most current information. Students will now have to determine not only the focus of their research but how they will
present their material. Group blogs and wiki pages have been discussed as presentation tools, with the idea that they open up further discussion. I like this concept but these tools and methods will have to be modeled to the students
to ensure that they can achieve their desired results.
Do you need to modify your action plan?
I believe the students' ideas gathered to this point will sustain my original action plan. Their ideas for presenting through blogs and wikis will fulfill the plan of creating an engaging learning environment that involves networking and
and collaboration.
What have you learned so far?
Students have really gravitated towards working with a news event that they can see developing in real time. There is so much video and new information coming out daily from the events in Japan, that the students are never "done" researching.
Each day they continue to want to learn more about the story and that has translated into some very positive work output.
What new questions have arisen?
How can I focus a project and plan that is changing and developing each day?
What are some other methods I can use for networking and collaboration? Beyond our class?
For my "real world issues," I am having my World Geography students focus on the current issues in Japan dealing with the earthquake, tsunami, and their aftermath. We have been researching all kinds of news stories and articles,
and now have to get to the point of focusing our research and findings to specific areas. We began with an idea of taking everything in, but now have to decide how to actually attack all of the relevant information. Most of the student
research has been Internet-based, and I believe will continue to remain so. That is generally the best tool for the most current information. Students will now have to determine not only the focus of their research but how they will
present their material. Group blogs and wiki pages have been discussed as presentation tools, with the idea that they open up further discussion. I like this concept but these tools and methods will have to be modeled to the students
to ensure that they can achieve their desired results.
Do you need to modify your action plan?
I believe the students' ideas gathered to this point will sustain my original action plan. Their ideas for presenting through blogs and wikis will fulfill the plan of creating an engaging learning environment that involves networking and
and collaboration.
What have you learned so far?
Students have really gravitated towards working with a news event that they can see developing in real time. There is so much video and new information coming out daily from the events in Japan, that the students are never "done" researching.
Each day they continue to want to learn more about the story and that has translated into some very positive work output.
What new questions have arisen?
How can I focus a project and plan that is changing and developing each day?
What are some other methods I can use for networking and collaboration? Beyond our class?
Wednesday, March 16, 2011
GAME Plan Review
For my GAME Plan, I am looking to carry out the following actions:
Action:
1. Come up with "real-world issues" that students or professionals may encounter and have students brainstorm ideas to solve these issues.
2. Create engaging learning environments that involve networking and collaboration
In order to take on these actions, my students need access to resources that can help them to identify, research, and evaluate "real-world issues." The students will need computers with Internet access and the ability to access our course web page. Using online resources and tools, students can work towards solving the issues encountered in our course work. The course web page provides access to class blogs and wikis where students can share the information they have gathered with their classmates. This collaboration will allow students varying perspectives on their issues and the ability to push and assistant one another in order to achieve better results.
Action:
1. Come up with "real-world issues" that students or professionals may encounter and have students brainstorm ideas to solve these issues.
2. Create engaging learning environments that involve networking and collaboration
In order to take on these actions, my students need access to resources that can help them to identify, research, and evaluate "real-world issues." The students will need computers with Internet access and the ability to access our course web page. Using online resources and tools, students can work towards solving the issues encountered in our course work. The course web page provides access to class blogs and wikis where students can share the information they have gathered with their classmates. This collaboration will allow students varying perspectives on their issues and the ability to push and assistant one another in order to achieve better results.
Wednesday, March 9, 2011
GAME Plan
I want to begin my focus on NETS standard #1: "Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:" (ISTE, n.d.). Within that standard, there are two performance indicators in which I would like to strengthen my own confidence and proficiency by using the GAME model.
Goal:
B. Engage students in exploring real-world issues and solving authentic problems using digital
tools and resources
D. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Action:
1. Come up with "real-world issues" that students or professionals may encounter and have students brainstorm ideas to solve these issues.
2. Create engaging learning environments that involve networking and collaboration
Monitor:
1. View students’ solutions to problems
2. Collaborate with students on how to approach activities and assignments
Evaluate/Extend:
1. Have students work towards solutions and then analyze whether their solutions worked. Was it the best solution?
2. Reflect on outcomes
Resources:
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.
ISTE NETS for Teachers 2008. (n.d.). International Society for Technology in Education Home. Retrieved March 9, 2011, from http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx
Goal:
B. Engage students in exploring real-world issues and solving authentic problems using digital
tools and resources
D. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Action:
1. Come up with "real-world issues" that students or professionals may encounter and have students brainstorm ideas to solve these issues.
2. Create engaging learning environments that involve networking and collaboration
Monitor:
1. View students’ solutions to problems
2. Collaborate with students on how to approach activities and assignments
Evaluate/Extend:
1. Have students work towards solutions and then analyze whether their solutions worked. Was it the best solution?
2. Reflect on outcomes
Resources:
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.
ISTE NETS for Teachers 2008. (n.d.). International Society for Technology in Education Home. Retrieved March 9, 2011, from http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx
Monday, February 28, 2011
Synthesis Reflection
Transitioning from Knowledge to Synthesis: Reflection
When beginning this course and previewing our course materials, I thought that there was no practical way to introduce my own students to the new literacy content and have them effectively and efficiently implement that material into their own work. I have since learned that through quality planning, like in any other adaptation, 21st century literacy skills can be implemented into any lesson effectively and efficiently. I think that my biggest worry was a concern over time. Not only would I have to teach my students the new literacy skills, but also teach them how to use those skills with their work. Once I had a better understanding of what real skills were involved with the new literacies, I felt more at ease with putting them into my own classes. I was very happy to see that while my students did not necessarily know they had already acquired many of these skills, they had at least been introduced to many of the concepts previously in their school work. That fact made my own job quite a bit easier than I had previously anticipated. Modern students already know so much about technology and how it can be used to help them with their studies, they just need those tools and ideas focused so that they can make the most of their available resources.
As I move forward with my own teaching practice, I now know that I cannot let fear of time or resource constraints hold me back. There are plenty of ways to overcome any perceived issues and develop lessons for students that involve 21st century skills and information literacy. Whether my students develop essential questions, search effectively, use multimedia tools, or collaborate on projects, they have access to enough quality resources that they can make their learning experiences truly meaningful. This course has allowed me to see that my students can quickly learn and adapt to any new ideas and concepts, and that I do not need to fear the introduction of new literacy skills. As I have previously mentioned, my high school students have a great ability to adapt and overcome any difficulties new literacy skills present. They just need the knowledge and chance to take on the new challenges.
As I move forward through the remainder of this school year, I would like to implement a new literacy skill into each unit of study that we cover. While I may not dedicate an entire unit project to new literacy content and skills, I would like to implement at least one activity that involves this knowledge in some facet. Not only will this be beneficial to my own teaching practice, but it will help my students continue to grow as 21st century learners. This will involve me breaking down my lesson plans so that I can identify areas where new literacy skills can be easily implemented. I will have to change the ways in which I have covered things in the past, but the long-term benefits should be substantial. As my students gain more familiarity with the new literacy skills, I can implement each to a greater degree. This should allow my lessons to grow and offer my students a great chance to expand their own learning. I am looking forward to seeing how far they can take the ideas and concepts.
When beginning this course and previewing our course materials, I thought that there was no practical way to introduce my own students to the new literacy content and have them effectively and efficiently implement that material into their own work. I have since learned that through quality planning, like in any other adaptation, 21st century literacy skills can be implemented into any lesson effectively and efficiently. I think that my biggest worry was a concern over time. Not only would I have to teach my students the new literacy skills, but also teach them how to use those skills with their work. Once I had a better understanding of what real skills were involved with the new literacies, I felt more at ease with putting them into my own classes. I was very happy to see that while my students did not necessarily know they had already acquired many of these skills, they had at least been introduced to many of the concepts previously in their school work. That fact made my own job quite a bit easier than I had previously anticipated. Modern students already know so much about technology and how it can be used to help them with their studies, they just need those tools and ideas focused so that they can make the most of their available resources.
As I move forward with my own teaching practice, I now know that I cannot let fear of time or resource constraints hold me back. There are plenty of ways to overcome any perceived issues and develop lessons for students that involve 21st century skills and information literacy. Whether my students develop essential questions, search effectively, use multimedia tools, or collaborate on projects, they have access to enough quality resources that they can make their learning experiences truly meaningful. This course has allowed me to see that my students can quickly learn and adapt to any new ideas and concepts, and that I do not need to fear the introduction of new literacy skills. As I have previously mentioned, my high school students have a great ability to adapt and overcome any difficulties new literacy skills present. They just need the knowledge and chance to take on the new challenges.
As I move forward through the remainder of this school year, I would like to implement a new literacy skill into each unit of study that we cover. While I may not dedicate an entire unit project to new literacy content and skills, I would like to implement at least one activity that involves this knowledge in some facet. Not only will this be beneficial to my own teaching practice, but it will help my students continue to grow as 21st century learners. This will involve me breaking down my lesson plans so that I can identify areas where new literacy skills can be easily implemented. I will have to change the ways in which I have covered things in the past, but the long-term benefits should be substantial. As my students gain more familiarity with the new literacy skills, I can implement each to a greater degree. This should allow my lessons to grow and offer my students a great chance to expand their own learning. I am looking forward to seeing how far they can take the ideas and concepts.
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