DECEMBER 16, 2009

The GAME Plan is a wonderful tool to aid in setting , implementing, monitoring and evaluating of goals. This can be used in all subject areas by teachers as well as students. Teaching goal setting is a valuable 21st Century Skill. Unfortunately teachers rarely have time or desire to intregrate this skill when making lessons plans much less instructing students on setting goals.

Goal:
I will be concentrating on a goal for myself and one for my students. I will be incorporating the GAME Plan in my lesson plans. Students will be creating a GAME Plan everytime a new project begins. NETS-S 1, 2, 3, 4, 5 & 6 are addressed in project based learning used in my classroom. My students and I will be able to direct our learning by setting goals.

Action:
Using the GAME Plan will increase ownership, accountablity, motivation and learning. Students are allowed to choose the products along with actions needed to complete their project.

Monitor:
I will encourage students to use “educational networking” (Laureate Education, Inc., 2009) and participate in journaling, blogging, and discussion board to promote collaborative networking. I will continue to use the class blog to inform, instruct and reteach students.

Evaluate: Different forms of assessments and feedback is vital to knowing if my lesson have promoted content and student learning. Students need to use self reflection along with developing their own assesment tools based on the product's content, process and outcome. The students and myself will constantly reflect and discuss the stages of instruction for classroom assignments, presentations, and assessments as we work through our GAME Plans to achieve success.

NETS for STUDENTS
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.

The NETS and 21st Century Skills are interwoven, making simple infusion of valuable Technology and life skills. As educators it our duty to implement these much needed skills into the curriculum.

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

Laureate Education, Inc. (Producer). (2009). Program Ten. Spotlight on Technology: Social Networks and Online Collaboration, Part 1 [Motion picture]. Integrating Technology Across the Content Area. Baltimore:

National Education Standards for Students (NETS-S) located at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

December 9, 2009
I have been using Google APPS, Forms to create student assessments. The students enjoy taking the online tests. The test results are submitted to a spreadsheet that is easy and quick for me to grade. An individual conference is held with the student where feedback is given in a very timely manner.

What goals are you still working toward?
I have added a new component to the action. We have Moodle and I have not had time to learn this environment. I need to learn Moodle and it's capabilities to use in the classroom. Moodle has many components so this will be quite a challenge to find the time to become comfortable with the Moodle environment.

I am still working on a variety of assessments to evaluate my students learning and needs.

G
Learn more ways to use formative and summative assessments students work and use the information to drive instruction. Implement formative assessment throughout projects and with other created products.

A
Create and implement formative and summative assessments with timely feedback. The data will be used to guide instruction. Involve students in the creation of rubrics, have student evaluate and provide feedback to peers. Students establish goals for themselves and jointly with their group or partner. LEARN AND IMPLEMENT MOODLE FOR ASSESSMENTS

M
Are students creating reflective pieces to aid in the monitoring of their learning? Is the peer feedback honest, helpful and related to the topic? How effect is the assessments? Do they truly assess the learning? Are there a variety of assessment tools? Is the data being used to guide the instruction? Are the students involved with the assessment process?

E
Were my assessments beneficial to my students’ learning? Were they helpful to direct the instruction?