I want to start out this week by saying, sometimes what you are looking for can be found right under your nose. I just want to say thank you to Sarah for her comments last week.
I have decided to poll my students for the real-world issue that is important to them, instead of searching far and near for what I think is important. This "a-ha" moment came from Sarah's suggestion and from our chapter on assessment this week. I realized that I do not plan to assess my students on the topic choice. That is theirs to own, not for me to give. After reading about authentic assessment I feel it is important for me to set up this project as if it were a real film team assigned to create a real public service announcement or to persuade public opinion (Cennamo, Ross, & Ertmer, 2009). It would be my job as "the boss" to focus on how effectively they send the message, not what the message was. I have definitely learned the importance of planning out the assessment while planning out the project, and the importance of setting clear expectations for performance.
When we get back from Turkey Day break, I plan to survey the students and continue on from there. The holidays and all of the activities that pull teachers and children away from the regular schedule may slow me down a bit on my progress so please be patient. In the meantime, I think I will modify my action plan to accommodate some time for linking assessment strategies into my lesson plan before I attempt to begin the process of implementation. Which brings up the question what types of assessment would be best? I am leaning towards an analytical rubric but would love to hear some suggestions for some formative assessments to provide feedback to my students along the way.
My other goal is sort of on hold right know as I await the arrival of my collaborative group members. Maybe by next week's post I can give you an update on that progress. I hope everyone enjoys a restful Thanksgiving holiday.
Cennamo, K., Ross, J., & Ertmer, P., (2009) Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Wednesday, November 25, 2009
Wednesday, November 18, 2009
Carrying Out the Plan
To reach the goals set in my GAME plan I am going to need locate some resources. First, I need to narrow down the broad idea of "real life issues" into some hot topics that will hook my students I think selecting some very localized topics as well as some national or world-wide topics may be a place to begin. Why just today I received an e-mail from Discovery Education about a project called the, "We can change the World Challenge". I will get more information about the details of this project to see if it will relate to my students but I know there are thousands more like it if I could locate them. If I wanted to stay closer to home a locate some local issues, I think the local newspaper and even talking to students about everyday problems could assist in the search. I believe I could get a lot of assistance from posting a request for project ideas on my Ning group, Art 2.0, as well as putting out a feeler on Twitter. I just want to find something that will spark real creativity and not just another poster contest. So far, I have not made much progress on this goal other than committing to reaching out to my support group for ideas.
My other goal of modeling collaborative learning groups is progressing quite nicely. I have tapped into some resources in my school that will be working with me on a collaborative project. First, I have a group of fifth graders very interested in filmmaking. One has become very proficient at making stop motion films using his web cam and Windows Movie Maker. Even though I personally know a lot about creating animation, my skills lie in using real film. I have dabbled in digital film-making but not on the level he has been working. I have also located a college art student (the daughter of a co-worker) who is seeking to meet the requirements of her current college course and log community service hours by working in my art classroom. She also happens to be a very experienced digital filmmaker. I have made arrangements for her to come and share her expertise. She is familiar with using I-movie not. So together, the three of us, along with the other students interested in film-making ,will be dependent on learning this whole process together. We will collectively discover what it takes to complete a full project from start to finish by each bringing to the group our area of expertise.
The other collaborative effort I am working on is a cross-curricular project with another teacher. I would like to develop a project where we both will depend on each others areas of expertise to plan and execute the learning experience for our students. I have already spoken to a few teachers whom I felt would be flexible enough and creative in their instruction to work along with me in this endeavor. I will keep you updated on how things will progress.
My other goal of modeling collaborative learning groups is progressing quite nicely. I have tapped into some resources in my school that will be working with me on a collaborative project. First, I have a group of fifth graders very interested in filmmaking. One has become very proficient at making stop motion films using his web cam and Windows Movie Maker. Even though I personally know a lot about creating animation, my skills lie in using real film. I have dabbled in digital film-making but not on the level he has been working. I have also located a college art student (the daughter of a co-worker) who is seeking to meet the requirements of her current college course and log community service hours by working in my art classroom. She also happens to be a very experienced digital filmmaker. I have made arrangements for her to come and share her expertise. She is familiar with using I-movie not. So together, the three of us, along with the other students interested in film-making ,will be dependent on learning this whole process together. We will collectively discover what it takes to complete a full project from start to finish by each bringing to the group our area of expertise.
The other collaborative effort I am working on is a cross-curricular project with another teacher. I would like to develop a project where we both will depend on each others areas of expertise to plan and execute the learning experience for our students. I have already spoken to a few teachers whom I felt would be flexible enough and creative in their instruction to work along with me in this endeavor. I will keep you updated on how things will progress.
Wednesday, November 11, 2009
What's my GAME plan?
The GAME plan presented in our textbook is a wonderful way to guide my self-directed learning and help me keep up-to-date on changing technology and the needs of my students (Cennamo, Ross, & Ertmer, 2010). After looking through the National Educational Technology Standards for Teachers, or NETS-T, I selected two indicators in which I would like to become more proficient. The first is indicator 1b: Teacher engages students in exploring real-world issues and solving authentic problems using digital tools and resources. My goal for this indicator is to better connect my students to issues in their world in which they could utilize their creative and artistic skills to communicate a message or solution to a real-life problem. The second indicator is 1d: Teacher models collaborative knowledge construction by engaging in learning with students, colleagues, and others, in face-to-face and virtual environments. My goal for this indicator is to engage in more collaborative learning experiences so that I feel more comfortable doing so. I have always been an independent learner and I find it challenging to work in groups. In the past, I have not encouraged collaborative learning in my students because of my personal view. As I have been integrating more and more collaborative work into my instructional strategies I have begun to see the benefits and I realize the importance of this skill.
To reach my goals I plan to take the following actions: for indicator 1b, I plan to use technology to explore the many on line projects that seek student involvement for success. Maybe some of you know of some locations I could begin exploring? Some possible actions may lie in using a favorite program of my fifth graders, Sketch Up. For example, working on a simulated model of a modern city design or even redesigning our own town would provide an real-working architects view of design. Another action could be to use digital film making as a connection to real world issues. I could see students working on public service announcements. For example, recently we worked on a campaign for staying healthy at school by designing germs that were strategically placed throughout the school building to remind students to wash hands etc. I could see my students going beyond the walls of the school to communicate messages to the world through digital media. For indicator 1d, my actions need to be focused more on what I need to be involved with to model this behavior for my students. I will need to take steps to locate other people to set up a collaboration project. Whether it be a student group that has technological skills to teach me, a group of grade level teachers willing to collaborate on a cross curricular project, or even a peer to collaborate with on line, I need to design a project that I cannot do on my own so that I will be forced to learn in a group setting and depend on others.
Since indicator 1d is closely tied to my personal view I believe the best way to monitor my progress towards this goal is through a reflective journal, possibly even a blog. This will help me document how different attempts to model collaborative learning effect the students as well as myself. By forcing myself to be dependent on others I could also document my feelings through the project to determine if certain behaviors bother me more then others and learn how to communicate those concerns to future collaborators. Indicator 1b, could be monitored through student surveys. Comparing a pre-survey to a post-survey could provide data to illustrate the impact an authentic learning experience could have on the students. Also joining an on line peer group that engages in this type of instruction could provide me with support and contacts for my own projects. By sharing the search for projects with others I will be motivated to not just let my search for ideas and lessons fall on the back burner but keep it a constant reminder. Both of these goals are based on me pushing myself out of my comfortable instructional patterns. It is easy to fall back on what we know and do when things get hectic and we don't seem to have time to try something new. I would benefit a lot from a mentor who could monitor my efforts and hold me accountable and push me forward.
Finally, the end of the game plan, evaluate. Whether I met my goal for indicator 1b, could be determined in the student surveys. I think I could also gain some insight of the impact this instruction had on students by interviewing them individually. Indicator 1d, will need to be evaluated through my reflective journal. This is an on going cycle of learning and improving. Even if I feel I have strengthened my skills in these particular areas in it just the beginning of the journey. Please feel free to suggest any ideas that may help guide me along the way.
One last note, I introduced the GAME plan this week to my second through fifth graders as we planned for the production of a clay sculpture next week. On paper they set a goal for what they wanted to make out of clay, they planned out the best way to make it, they tried a practice run and monitored how their technique worked. I witnessed more in-depth planning and creative problem-solving then I can ever remember. They are prepared for working with the real clay next week which can be very unforgiving. We plan to evaluate the project when it is all finished. I am sold on the GAME plan!
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
To reach my goals I plan to take the following actions: for indicator 1b, I plan to use technology to explore the many on line projects that seek student involvement for success. Maybe some of you know of some locations I could begin exploring? Some possible actions may lie in using a favorite program of my fifth graders, Sketch Up. For example, working on a simulated model of a modern city design or even redesigning our own town would provide an real-working architects view of design. Another action could be to use digital film making as a connection to real world issues. I could see students working on public service announcements. For example, recently we worked on a campaign for staying healthy at school by designing germs that were strategically placed throughout the school building to remind students to wash hands etc. I could see my students going beyond the walls of the school to communicate messages to the world through digital media. For indicator 1d, my actions need to be focused more on what I need to be involved with to model this behavior for my students. I will need to take steps to locate other people to set up a collaboration project. Whether it be a student group that has technological skills to teach me, a group of grade level teachers willing to collaborate on a cross curricular project, or even a peer to collaborate with on line, I need to design a project that I cannot do on my own so that I will be forced to learn in a group setting and depend on others.
Since indicator 1d is closely tied to my personal view I believe the best way to monitor my progress towards this goal is through a reflective journal, possibly even a blog. This will help me document how different attempts to model collaborative learning effect the students as well as myself. By forcing myself to be dependent on others I could also document my feelings through the project to determine if certain behaviors bother me more then others and learn how to communicate those concerns to future collaborators. Indicator 1b, could be monitored through student surveys. Comparing a pre-survey to a post-survey could provide data to illustrate the impact an authentic learning experience could have on the students. Also joining an on line peer group that engages in this type of instruction could provide me with support and contacts for my own projects. By sharing the search for projects with others I will be motivated to not just let my search for ideas and lessons fall on the back burner but keep it a constant reminder. Both of these goals are based on me pushing myself out of my comfortable instructional patterns. It is easy to fall back on what we know and do when things get hectic and we don't seem to have time to try something new. I would benefit a lot from a mentor who could monitor my efforts and hold me accountable and push me forward.
Finally, the end of the game plan, evaluate. Whether I met my goal for indicator 1b, could be determined in the student surveys. I think I could also gain some insight of the impact this instruction had on students by interviewing them individually. Indicator 1d, will need to be evaluated through my reflective journal. This is an on going cycle of learning and improving. Even if I feel I have strengthened my skills in these particular areas in it just the beginning of the journey. Please feel free to suggest any ideas that may help guide me along the way.
One last note, I introduced the GAME plan this week to my second through fifth graders as we planned for the production of a clay sculpture next week. On paper they set a goal for what they wanted to make out of clay, they planned out the best way to make it, they tried a practice run and monitored how their technique worked. I witnessed more in-depth planning and creative problem-solving then I can ever remember. They are prepared for working with the real clay next week which can be very unforgiving. We plan to evaluate the project when it is all finished. I am sold on the GAME plan!
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
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