Reflection on my GAME plan

Developing, updating and evaluating my GAME plan have increased my awareness of the need to incorporate real-world issues and relevant statistics into my math and science lessons. Additionally, I need to make a shift in the way that the students acquire knowledge and facts, increasing the students' involvement while limiting my dispensing of information. Cennamo (2009) suggests that the computer should be used as a " support for conversation." Choosing, or letting students choose, a story, topic or set of facts to anchor a lesson engages the students and provides a reason to learn the course content.
In my physics class, the concepts of physics are explored through a modeling method of instruction. I received training and have access to support materials through the Modeling Instruction Program out of Arizona State University. My GAME plan goals align nicely with the tenets of this program in which students design and interpret lab investigations which model authentic applications of physics in the real world. The idea is that students learn best by asking questions, finding solutions and not just recalling memorized facts (Cennamo, 2009).
My GAME plan also involved improving my use of technology to communicate more efficiently with students and parents. Although I do not think I will be able to get this going this school year, I definitely plan to use blogs and wikis in my classes next fall to record assignments and notes, display student work and monitor student discussions and collaborations.
The immediate impact on my instruction is that I will now consider a wider range of tools when planning my lessons rather than relying on only the traditional ones. Cathy Petty

References

Arizona State University, Modeling Instruction Program (http://modeling.asu.edu/)

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning, Pp. 254,265.

GAME Process for High School Students

Teaching my students the process of setting a GAME plan could be helpful in helping them realize the goals set forth in the National Education Standards for Students. After going over the students' ISTE standards, http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm,students could rate themselves on a scale from one to five as to how well they met those standards. Then each student would select one standard to try to improve throughout a grading period. Students would set one or two specific goals related to the selected standard, then list the actions they needed to complete. Throughout the grading period, students would monitor their success in meeting their goals either through oral reports, blogging or written paragraphs. Near the end of the grading period, the students would work in pairs to evaluate the success of the GAME plan for each.
The ISTE teacher standards place the teacher in the role of facilitating the development of the student standards of working creatively, communicating and collaborating, becoming fluent in research, being able to think critically and to make informed decisions, being a responsible user of digital technology and knowing how to use the many types of technology. Ideally the teacher and students would work together, combining their different strengths to change the environment of the classroom into a more open, dynamic forum where both student and teacher share the responsibility for learning.

Extending What I've Learned

I realize from reading the posts of others that I have only begun the process of integrating more technology and problem-based learning into the classroom.I am only learning about many of the tools that some of you use regularly. I find the many possibilities interesting and have good ideas for how they might be implemented, but creating the time to do so seems to be my most pressing issue. For example, this week at work is busy with last unit tests, make-up work, exam review, making out exams, book checks, students returning from alternative school, etc. There is no time to try something new, research or read about a new technology or prepare a class project. I am exhausted trying to keep up. I had a formal observation Tuesday that I had completely forgotten about until the administrator showed up in my classroom. Under stress, I find that I retreat to familiar forms of teaching so that I am in my comfort zone.
To radically change a teaching style is difficult and unsettling. I will have to take small steps at a time. Working on this degree was a big step and implementing some use of computers into my classes was a small, but necessary step. Even though many of my Walden classmates are using much more technology than I am, I do find that I am using more than quite a few of my colleagues at work. Six math teachers share a mobile computer cart and the cart has remained in my room for the entire semester with no one requesting it. I have used the computers almost weekly, so I am slowly changing my methods. Ideally, this summer I will be able to plan some time to learn more and at a deeper level, so that next year the students and I can move to a higher level of learning. I am not ready to set new goals since I need to fully achieve the current ones. I am trying to make a habit of regularly looking up, trying out or using a technology that is new to me.

Evaluating the Effectiveness of my GAME Plan

A GAME plan is a technique to help guide self-directed learning, with the outlining of goals, taking actions toward those goals, monitoring the results of the actions and, finally, evaluating the progress (Cennamo, 2009). My GAME plan focuses on seeking, finding and filing computer sites and digital tools that I can use to involve my students in realistic and self-motivated learning. A related goal is to expand my communication with students, parents and colleagues through the use of digital tools. The following questions will help me begin to evaluate my plan.

• Effectiveness of actions taken. I have only been able to carry out some of my actions so far. I have added several good sites to my folder. I found these by my own research, from colleagues and from presentations at a math convention. I found two very good sites and am currently using them with my classes. Although I have not had the time to work on developing my class blog, I do hope to eventually implement that as well.
• Applicable Learning.

The two sites that I have been using, www.physicsclassroom.com and
www.mathisfun.com, seem well-liked by my students and allow me to walk
around the room to keep students on-task and to answer questions.

• Still to learn and new questions.
  

I still need to decide on how to use a classroom blog so that the students can discuss
homework and the problems on the websites. I don't have new questions as much as the
need for time to spend working with what I've already learned.

• Adjustments to plan.
  

I need to provide more opportunities for creative thought and for real-life applications of
the topics I'm teaching. As my students become more accustomed to using the tutorial
sites, I will need to expand the types of digital tools they are using to include options which
allow the students to create and design solutions to real problems. As the old proverb
states, " Tell me, and I will forget. Show me, and I may remember. Involve me, and I will
understand" (Cennamo,2009).



Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning. Pp. 3,31.

Update on GAME Plan for Improving NETS-T Performance Indicators

Self-directed learning is important for a teacher to keep current and stay relevant. A way to establish a course of action is to write down a GAME plan in which Goals are set, Actions are taken, progress is Monitored and results and findings are Evaluated and Extended (Cennamo, 2009). My GAME plan is focused on two NETS-T performance indicators: Standard 1, b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. Standard 3, c. communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats (http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf).

Actions I have taken are to start a folder on my desktop for filing websites which can be used to enrich my lessons in algebra and physics. I found several good resources when I attended the National Conference of Teachers of Math last week and added several websites to my list, including a NASA educator site (http://www.nasa.gov/audience/foreducators/nasaeclips/index.html), which is applicable for either my math or science class. Future actions will involve training my math students on the use of our new set of TI-84 graphing calculators.

A modification I have made is to collect sites and information for both math and physics since there is so much overlap between the two.

I have learned so far that there are many user friendly sites available and many teachers well-versed in their use who are more than willing to help and share. I have tried a few activities in my classes and have found ways to combine pencil/paper lessons with computer use.

One question that I have about the use of websites, tutorials and online learning is how do I maximize student learning so that more is learned than would be in a traditional class? I can see that the students are receptive to the use of technology, but I want to encourage them to use it to expand their thinking and to become creative learners who think about their thinking (Cennamo, 2009).


Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.

ISTE International Society for Technology in Education. (2008). NETS-T. Retrieved November 25, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

GAME Plan Update Week 3

First of all, I already typed this posting two nights ago and somehow it didn't get saved! For some reason, I just thought I'd check and confirm that it was here and it's no where to be found. If it's somewhere out there that the rest of you can read, this will seem redundant.
As to resources, I've found two good tutorial sites that I have used this week with both my physics and algebra classes. Also, some of you passed on some websites and I've put those in my folder. I'm attending a math conference tomorrow and hope to hear from/talk with some experts there.
Additional information I need is how to make sure students read and study websites and not just skim through and look at graphics and animations, without understanding the concepts. The other information I want is how to use a wiki or a blog with my class and control inappropriate comments without spending all my time previewing.
Two days this week, in all my classes. I've used interactive tutorial sites with my students. For one subject, it served as a re-teaching lesson. In the other subject, it was my introduction to a new unit.

GAME Plan for strengthening NETS-T performance indicators

Goals:
I am taking steps to improve my proficiency in the following two performance indicators:
Standard 1, b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
Standard 3, c. communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.

Actions:
For 1c: 1) Start a folder on my computer for websites, articles and ideas for teaching authentic math problems and applications for my algebra students.
2) Incorporate new uses of graphing calculators into math lessons.

For 3c: 1) Go to the wiki and blog I made this summer and learn how to modify them for optimum student use.
2) Discuss these issues with colleagues at my school who use wikis and blogs.

Monitoring:
Read through new additions to the folder at least once a week and consider ways to use in class.
Go to wiki or blog once a week and add or change a feature.

Evaluate:
Compare how I taught algebra last year to how I am teaching it this year and will be teaching it next year.

Reflecting on Course 6712, Supporting Information Literacy and Online Inquiry in the Classroom

This course coincided with my first time teaching an inquiry-based class, so most of the readings and activities have been quite relevant. I have taught for over 25 years, so I have the advantage of having observed and used a variety of teaching styles and trends. As recently as a few years ago, I had very little use for integrating technology into my teaching. I felt that the content was the content, regardless of how many bells and whistles are added. While I still think that students need to be able to listen to a well-done lecture without embellishments, I now also see that technology offers ways to enhance, rather than replace, age old teaching methods. I like that I now have an array of ways to teach.
In working with my students on computers this fall, the most striking realization is that for all of their familiarity and use of computers, most of them have very limited literacy skills and narrow ranges of websites. As teenagers do, they rely on peer pressure to guide which sites are "cool" and which applications to use. Even though they may use the buttons on the computer faster than I or navigate a website more easily than I , they do not have the critical thinking skills or global awareness that I have. So I have learned that, together, we can learn and teach each other.
I have finally reached a higher comfort level with my usage of technology and now as I plan lessons, I include technology in my options of how to best teach a particular idea or standard. Before, I either excluded technology altogether or forced it in just to be using it. I have a lot more to learn, but I am much more comfortable with technology's role in my planning.
Professionally, I will now seek out in-services in which I can continue to update my technological knowledge. I also will start using blogs and wikis in my classes. I had hoped to begin this year, but have not been able to find the time to effectively use them. Next summer, one of my goals is to really immerse myself in planning blogs and /or wikis for all of my classes.

End of Course 6711 Reflection

In my personal learning theory, I stated that I base most of my lessons on presentation of information, recall for students, application of use and practice and feedback for students. My lessons often lack use of technology and are only occasionally open-ended. As I am now much more comfortable with and knowledgeable of the vast array of technological tools available, I will gradually start to add these into my lessons. What I worry most about is the limited time and multiple requirements the fall will bring. It's easy now to plan all of these wonderful lessons, but for me each new technology-based lesson is time-consuming. My goal is to do at least one major technology-based project per class for each grading period. These could be student made PowerPoints, voicethreads or podcasts. I have created a blog for my algebra classes and a wiki for my physics classes and hope to use those on a weekly basis. I really like the online concept maps such as Bubbl.us and hope to be able to use the laptops computers for my students to make these maps for reviews, experiments, etc.
Long term goals for me are to put some of my lecture notes on PowerPoints or voicethreads, using more images, expand the blog and wiki I've started and train my students to work collaboratively more effectively.

Voicethread URL

http://voicethread.com/#u393626.b530217

Instructional Strategies for Social Learning

The concept of social learning contends that by learning by conversing with others the learning takes on more meaning and is learned more thoroughly. Cooperative learning allows the attainment of goals that might otherwise be difficult or impossible. Since learning is connected to environment and culture, the use of real-life examples, problems and situations makes learning easier. This translates into the classroom as group work in which all members contribute and an artifact for sharing is produced. Technology offers options such as the creation of a website to display the accumulated information, producing a wiki to encourage the input of others and interacting in multiplayer simulation games that allow human to human interaction. All of these provide opportunities for the students in a classroom to interact with not only each other, but with students worldwide, thus broadening the learning experience.

Instruction based on constructivism and constructionism

Since constructivism means, " knowledge is built by the learner, not supplied by the teacher", (Han, 2008), lessons in which the students pose a question or problem and then investigate it and try to create solutions are examples of constructivist thinking. The workshop led by Kayla, (Han,2008), is an example in that it was focused on the participants, allowed them to research and form a plan with the instructor providing feedback and guidance. Pitler (2007) discusses constructivist strategies when writing about coming up with and testing hypotheses such as the class that investigated the pH of local water. Inquiry based learning is a way for students to construct information in a way that is relevant to them and their world. Constructionism goes hand in hand with constructivism, in that it creates an end result, conclusion or product that can be shared, considered and analyzed by others. The science class investigating pH's, produced graphs to compare their findings and tried to find reasons for the differences. Having a learner process a question in his/her own way and then make a product by using and applying the gained knowledge is at the heart of both constructivism and constructionism.

Organizing, summarizing and note taking to aid cognitive learning

In my subject (math) students have trouble recalling how to start the solving of a problem. They also struggle with what the solution of a problem really represents. In other words, sometimes they will memorize the steps for getting to an answer, but they will have no idea what the answer stands for. Storing such knowledge in long term memory would involve storing declarative and procedural information (Orey, 2008). The use of concept maps which show the order of the steps of the problem and which relate the solution to a real life situation could be a way to help tag this information for later use. I particularly like the idea of using an Excel spreadsheet to set up a series of similar problems. Proposing an essential or focus question such as, "Which is the best method for working this problem?" will help students choose from what they know and will also help highlight what they do not understand.

Behaviorist Learning Instructional Strategies

Behaviorist learning works by reinforcing desired or productive behaviors and discouraging unwanted or unproductive actions. In Chapter 8 of Pitler's (2007), Using Technology with Classroom Instruction That Works, several ways are shown to allow students to track their own efforts and to correlate those efforts to their grade or success in class. As students self-assess and record their levels of effort in areas such as homework, class participation and notes, they are able to see the correlation between their degree of effort and the results. After weeks of tracking the data, students can observe that increasing effort increases their grade. Therefore, their increased effort is rewarded making it more likely that they will continue to try. I like the idea of the students assigning their rubric scores. It shifts the focus of responsibility and the power to change to them. I had a student today who was surprised that he was in danger of failing this semester and asked how that had happened. Perhaps if he had been regularly charting his effort he would have seen this coming!
In Chapter 10 of Pitler's book, homework and practice are discussed in terms of relevance and feedback. I was particularly interested in the discussion of the PowerPoint battleship game because I play battleship with my math students using graph paper. I call on each student one at a time and if they work their math problem correctly they get to "take a shot" at where ships are hidden on my master graph. If they miss the problem, it goes to the next student in line. They will work for extra credit points, candy or a homework pass. This game also helps reinforce good behavior. If a student blurts out an answer when it's not his turn, then he loses his turn. Based on Orey (2008), I'm using positive and negative reinforcement and negative punishment. I will
be checking out the online version for next year's use. Cathy

• Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
• Behaviorism
  

• Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
• Chapter 8: Reinforcing Effort, pp. 155–164
• Chapter 10: Homework and Practice, pp. 187–201

Reflection For Course 6710, “Understanding The Impact Of Technology
On Education, Work And Society”

I’ve been a teacher for over twenty years and have acquired understanding of the psyche of teenagers, skill at handling the unexpected, flexibility, patience and knowledge of my content areas. However, I have not kept current with the field of technology and all the available tools it offers for the classroom. This course has been an eye-opener and a motivator for beginning to remedy this oversight on my part. I have created a blog and made postings there, collaborated on designing a wiki, worked with some of my students to record a podcast and then upload it for public access and read and participated in discussions about the new learning styles of today’s students. For most of these assignments, there have been moments of frustration and confusion, but I successfully completed them and experienced satisfaction in doing so.
In order to accomplish the technology applications I’ve had to correspond with my classmates and several colleagues at my school. This has resulted in my becoming more comfortable with the vocabulary of technology, getting to know others interested in technology in the classroom and in the expansion of my knowledge and abilities.
The concept that most of today’s students act as digital natives (Prensky, 2005), fluent in the terms and tools of technology, is the basis for the idea that educators must also embrace technological skills in order to effectively teach these students. That the brain functioning of digital natives actually differs fundamentally from that of the so- called digital immigrants (Prensky, 2005), is a novel idea to me. If true, then the traditional methods used for linear learning will no longer be as effective. Additionally, with so much information available to both students and teachers, the role of the teacher is changing from that of the expert to a facilitator who guides the students as they research, compile and analyze real life problems using their school content to do so. This will require a change in direction for me as I work to empower the students to take more control of their own learning. I do think that the best approach for me will be to use a variety of teaching methods, still lecturing on some days, while interspersing this with group work, games and collaborative projects. Having become more at ease with technology, I will be able to supplement each of these lessons with computer use.
Now that I have a broader basis of computer knowledge to build on, I will more readily seek out sites and applications which enhance my current lesson plans and that will help students master the core content while acquiring the needed 21st literacy skills. One long-term goal for helping to achieve this transformation in my teaching style will be to commit to one technology based project per class per grading period. These can vary from a student-produced presentation to a review of a web-based tutorial. A second long-term goal is to gain permission and guidance in setting up blogs and or wikis for my classes. This would require arming my students and parents with the information about these technological tools, how to set them up while ensuring the safety of the students and getting parental permission and involvement.
I’ve gained both knowledge and experience in the options and advantages of using technology in the classroom, at work and in society. When I looked back at my “Practices to Support 21st Century Skills” checklist, I find that in most areas I have moved forward in my use and teaching with technology. My hope is that I’m on my way to developing new habits and practices of teaching that meld my traditional practices with the new practices offered by innovative technology. As summed up by Trilling (2005): “
The challenges that our newly arrived Knowledge Age brings to learning and education are great, but the promise of a renaissance of learning in 21st Century Learning Societies is even greater. There is important work to be done in helping turn this vision of a global network of Learning Societies into a Knowledge Age reality.”


Prensky. Mark (2005). “Listen to the natives.” Association For Supervision And
Curriculum Development.

Trilling, Bernie. (2005). Toward Learning Societies And The Global Challenges
For Learning-With-ICT. Oracle Education Foundation.

FINALLY!!!! I got my "podcast" uploaded, but had to do so through yahoo video due to technical difficulties. Here's the link http://video.yahoo.com/watch/4493236/12042878 enjoy.

My Geometry Class Podcast

Here's the link for my geometry class podcast, although I can't get it to play since I uploaded it last night. Let me know if anybody can play it.


http://www.gcast.com/u/cathhgy/main

Review of the Partnership for 21st Century Skills website

As I navigated this site, I realized that the push for technology is not limited to just one sector of society, but is being endorsed by educators, business leaders and others. I liked the fact that the website is supported by various businesses and by NEA, of which I'm a member. The collaboration between the business world and educators will be helpful in guiding teachers in their attempts to prepare students for their futures. One of President Obama's goals for education is to increase the reach of technology into all schools, so the timing is right for educators to embrace these forward steps. A daunting problem for our country is dealing with the large disparity between schools in terms of available resources and technological tools.

I was surprised and concerned to read that Bill Gates characterized American education as being outdated. We tend to think we're the best in every aspect, so his observation was sobering. I teach math and was interested in the different way that Japanese students study math. They concentrate on 4 or 5 concepts a year, studying them in depth. Based on my state guidelines, I teach 2 or 3 small, specific concepts a week. I try to tie them all together into a comprehensive application, but the time table, data chats and mandated testing require that I concentrate on emphasizing the basics. Somehow this is not working. I have many students who don't know their multiplication tables, how to deal with fractions or how to take percent even though they have been taught these items since elementary school.

I have not read much about Howard Gardner's theory of multiple intelligences, but I disagree with expanding the word intelligence to include skills and abilities such as sports, craftsmanship and performing arts. I certainly value those abilities and the people possessing those skills and I think society is enriched by such variety. However, I don't think all people are equally intelligent. I don't think that has anything to do with their value or worth. I also realize that, often, a student's grades do not reflect his/her intelligence or abilities. The problem is in assessing an individual's intelligence and we do need to be careful that we don't make assumptions there. However, I still maintain that some people are just more intelligent than others. Albert Einstein, Marie Curie, and Isaac Newton were more intelligent than the average person.

The rapidly changing field of technology has to play a part in education. Because the tools of technology are constantly being upgraded, we have to find ways to teach students how to think and problem solve creatively with the technology available in our school. At the same time we have to prepare them for dealing with the future options. The good news is that most students are comfortable with and open to the amazing possibilities. I am the one who has to catch up and use my knowledge and experience to guide them in the ethical, productive and rewarding use of these technologies.

Use of a blog in my class

I teach high school algebra and geometry. The use of a blog for my classes would be to present extras such as additional examples, extra credit opportunities, greater depth coverage of topics we only have time to mention in class and puzzles. I could also post open-ended questions which students could respond and contribute to. I generally over plan for my classes and then have to leave out the extras. The blog would be a way to offer the beyond the curriculum information to interested students. An example of this occurred this week. I had the students generate Pascal's triangle and used it to produce the Fibonacci Series. It took longer than I wanted, so we had to leave out the golden ratio in nature discussion. This could be on the blog and the students could discuss on their own.

My First Blog Post

After much surfing and fiddling I finally got my blog up and running! yay.