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.