Although my actions have seemed small, they have yielded excellent results. After collaborating with my department, cooperating teacher, and administration I will soon be the proud user of a smart board! One of my goals was to integrate technology into the classroom that will assist and benefit my students, while providing more problem/project based activities. This will be the perfect tool to help launch my efforts. Sadly, my new "toy" will not be in my classroom for use until next year. This obviously provides a learning opportunity for me. I will now need to learn how to operate my new equipment. I have had some training; however, it consisted of an instructor demonstrating everything this great tool can do in a very short period of time, without hands on experience. My new questions will include not only how my students will also be able to use this tool within their projects and activities, but how to utilize the capability to save and publish the notes, examples, etc. to the school's edline page. All of that will be learned over the summer, but I am very excited to get started as soon as possible.
This week, my students participated in a group activity (after a week's worth of preparation), and presented talk show or law and order episodes as a culminating activity for Lord of the Flies. One of the greatest things I have learned, is that although my students are hesitant concerning voice recordings and digital storytelling, many of them are excited to make and edit video footage. The scripts, commercials, and final products were amazing! As a class, we laughed so hard that we all cried as the humor meter was off the charts. Not only were the students entertaining, they still captured the heart of the assignment and demonstrated profound knowledge of the text.
As I continue to reflect on my previous and current practices, perhaps the best adjustment I can make for my plan is to begin with the technologies and concepts my students are comfortable with, instead of my own comfort zone. Personally, I find video intimidating; however, the best instructors I may find fill my classroom each day and are more than willing to share their knowledge with me. I am truly reminded that the role of the teacher has, and continues, to change to that of a facilitator, rather than a dispenser of knowledge.
Wednesday, March 31, 2010
Wednesday, March 24, 2010
Taking Baby Steps
As I look at my GAME plan, I feel that I am taking the needed steps to achieve my goals, even though they may seem small at the present time. Part of my goal is to increase the use of technology in the classroom and utilization of project/problem based learning activities. While I originally intended to do this for a standard language arts class, I have recently been given the official task of designing a new curriculum for upcoming students. Thankfully, I have two years to complete the full design before implementation. This new course "Occupational English" will serve as an alternative language arts class for seniors who intend to enter the work force after graduation. It seems that the majority of courses of this nature that are presently available are designed primarily for special education students. The optimal goal for my department is to create a course that has academic rigor, but lends itself to the practical application of language arts in real world situations that the students will face post graduation.
With the new slant on my original goal, I have been able to help establish a clear definition for the new course to be developed, have collaborated with administrators, others in language arts, special education, and vocational departments, a school counselor, and even surveyed some students. While I haven't been able to access additional technological tools at this point, I have been able to ask the necessary questions to those who have the ability to grant special requests concerning the technology that is not readily available at this time. My new questions seem abundant at times. First of all, I need to know what types of specific language arts skills and technological skills students in the various vocational fields need in order to be successful in the work force. Secondly, I need to learn what local businesses would be willing to partner with the school in order to make the project based learning activities a reality, not simply a real world scenario. The most important thing I have learned has been about myself. I have learned that although I love the historical and literary merit of my field, I can also become passionate about another form that is much needed in language arts. Although it will be challenging, I look forward to the design of this new course and the full implementation that is to come.
With the new slant on my original goal, I have been able to help establish a clear definition for the new course to be developed, have collaborated with administrators, others in language arts, special education, and vocational departments, a school counselor, and even surveyed some students. While I haven't been able to access additional technological tools at this point, I have been able to ask the necessary questions to those who have the ability to grant special requests concerning the technology that is not readily available at this time. My new questions seem abundant at times. First of all, I need to know what types of specific language arts skills and technological skills students in the various vocational fields need in order to be successful in the work force. Secondly, I need to learn what local businesses would be willing to partner with the school in order to make the project based learning activities a reality, not simply a real world scenario. The most important thing I have learned has been about myself. I have learned that although I love the historical and literary merit of my field, I can also become passionate about another form that is much needed in language arts. Although it will be challenging, I look forward to the design of this new course and the full implementation that is to come.
Wednesday, March 17, 2010
Reviewing the GAME Plan
In order to be successful with my GAME plan that was previously discussed, a bit of reflection is needed. First of all, what do I need to get my plan started? The single most important resource I need to take the necessary steps to put the GAME plan into action is time. Not only do I need time to think and plan, but I need time to collaborate with my cooperative teacher in order to determine what problem based activities will help achieve our standard based goals, while engaging all students. In addition, I need to take note of all technological assistance software available at my school, as well as the options provided in the computer lab.
The most important additional information I need can be provided by my students. Prior to forming collaborative learning and action groups, I need to be aware of the learning styles of the students, as well as their technological skills. This information can easily be updated through a simple survey to be completed by each student. Once this is collected, I will then be equipped to determine what students to team together in order to form a complementary group. At this point, the steps are rather simple and only require additional planning time and information from my students. As I become more aware of the technological assistance software that may be available at my school, I look forward to being able to meet the needs of my students through diversified means.
The most important additional information I need can be provided by my students. Prior to forming collaborative learning and action groups, I need to be aware of the learning styles of the students, as well as their technological skills. This information can easily be updated through a simple survey to be completed by each student. Once this is collected, I will then be equipped to determine what students to team together in order to form a complementary group. At this point, the steps are rather simple and only require additional planning time and information from my students. As I become more aware of the technological assistance software that may be available at my school, I look forward to being able to meet the needs of my students through diversified means.
Thursday, March 11, 2010
GAME Plan
Prior to reviewing the NETS-T indicators for teachers, I felt that I was fairly proficient with technology within my classroom, given the limited resources available. While I do feel that I utilize what equipment we do have in an appropriate manner and on a regular basis, I also realize that I fall short in many areas. My natural inclination is to provide an enormous amount of details for assignments, which may stifle student creativity, and certainly eliminates any guess work on their part that could lead to innovative thinking. In order to strengthen my abilities within the classroom, and better prepare my students for higher education, or the real world, I have devised the following plan.
Goals - Increase student learning and creativity by providing more real world issues and/or authentic problems and the opportunity to collaborate more widely outside of the classroom walls.
Action: Incorporate more problem based learning activities in the classroom that will encourage creativity, innovation, and collaboration.
Monitor: In order to monitor my progress in implementing an in depth project based learning activity, I will work collaboratively with my inclusion colleague to compile and complete a project based unit for a particular grade level. Not only will this collaboration enhance the final product, but will also create accountability for a particular deadline.
Evaluate: Periodic project checks and collaborative action meetings will help maintain the progress of the development of the project. In addition, I will review other project based learning activities posted in my state and in others as well. Of course, the ultimate evaluation will take place in the classroom once the unit is implemented. By reflecting and predicting the response of the students, I will then be able to better meet their needs throughout the process and improve the unit for future use.
As I look at the development of new curriculum for the next school year, the implementation of project based learning is essential. I look forward to developing new and innovative academic opportunities for the students.
Goals - Increase student learning and creativity by providing more real world issues and/or authentic problems and the opportunity to collaborate more widely outside of the classroom walls.
Action: Incorporate more problem based learning activities in the classroom that will encourage creativity, innovation, and collaboration.
Monitor: In order to monitor my progress in implementing an in depth project based learning activity, I will work collaboratively with my inclusion colleague to compile and complete a project based unit for a particular grade level. Not only will this collaboration enhance the final product, but will also create accountability for a particular deadline.
Evaluate: Periodic project checks and collaborative action meetings will help maintain the progress of the development of the project. In addition, I will review other project based learning activities posted in my state and in others as well. Of course, the ultimate evaluation will take place in the classroom once the unit is implemented. By reflecting and predicting the response of the students, I will then be able to better meet their needs throughout the process and improve the unit for future use.
As I look at the development of new curriculum for the next school year, the implementation of project based learning is essential. I look forward to developing new and innovative academic opportunities for the students.
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