Are you finding the information and resources you need? http://www.abcteach.com/free/s/settinggoalsproject.pdf Is a link to a parent letter to explain the importance of students setting goals. One way this is accomplished is by helping students develop a sense of self-motivation. Self-motivated individuals generally have a clear idea of where they are headed – a purpose in life. Establishing goals helps to move these individuals along the road to achieving success. Yet students often find goal-setting a difficult task because
they are not familiar with the goal-setting process. I intend to introduce the concept of goal-setting and provide an opportunity for practice at a level students will understand

There are a number of things to consider when creating a goal:
1. The goal is realistic and attainable.
2. The goal has a specific benchmark date
3. The goal has measurable units
4. The goal is clear and understandable
5. The goal has a benefit
6. The goal is meaningful to those involved.
7. The goal is flexible and can be modified as new challenges occur

Do you need to modify your action plan?

What have you learned so far?

What new questions have arisen?

What resources will you need to carry out your plan?
I will be looking for videos on goal planning. I few videos I have found
http://www.youtube.com/watch?v=cKXe0ovC8Bc

http://www.youtube.com/watch?v=Q5ua37bbGxM

http://www.youtube.com/watch?v=q7-BlbAk9lE

http://www.youtube.com/watch?v=RNPbamAf9r4

I would like to find an article by some popular sports figure about setting goals.

I am looking for a WebQuest on the goal setting process or I will create one.

I will be using Showing Our True Colors by Mary Miscisin to help my students discover their "colors"

Some type of game requiring students to set goals.

Create a goal setting sheet and checklist for samples.

I will be using How to Set Goals Lesson from http://www.goodcharcater.com/. Students will create a publication or multi-media production instructing other students mon how to set and manage goals.

What additional information do you need?
Unknown at this time

What steps have you been able to take so far?
I have create a rubric and formative assessments for a unit we have just begun.
I have developed a timeline and outline on the GAME Lesson for my students.
I may teach the students a card game where they have to set a goal, evaluate, monitor and adjust to be successful.

G
STUDENT:
Learn more about allowing students to set goals monitor their learning and progress by individual learning desires.
1. Students will set goals.
2. Students will be accountable/responsible for their own learning (goals).
3. Students will be provided with clear expectations. Students will set expections based onthe teachers expectations
4. Students with various learning styles will determine how they will meet their goals
5. Students with various capabilities will be aided with teacher guidance in setting goals.

TEACHER
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
STUDENT:
Explore and plan ways to help students with goal setting, and evaluating their own learning. Students need to know their learning style. Students will learn also their "True Colors “enabling them to understand and appreciate themselves and others.

TEACHER:
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.

M
STUDENT:
Are the goals the students setting, ones to encourage their learning?

TEACHER:
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
STUDENTS:
Were the students able to meet their goals? What impact did their goals have on their learning?

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

GAME PLAN

I will not be implementing my GAME Plan until at least the first of December. My students have just started a tremendous project and I am evaluating how I can incorporate goal setting into the plan. I not only want have the students set their own goals but also to establish goals with their partner or group.

What resources will you need to carry out your plan?
I will be looking for videos on goal planning. I would like to find an article by some popular sports figure about setting goals. I am looking for a WebQuest on the goal setting process or I will create one. I will be using Showing Our True Colors by Mary Miscisin to help my students discover their "colors" Some type of game requiring students to set goals. Create a goal setting sheet and checklist for samples. I will be using How to Set Goals Lesson from www.goodcharcater.com. Students will create a publication or multi-media production instructing other students mon how to set and manage goals.

What additional information do you need?
Unknown at this time

What steps have you been able to take so far?
I have create a rubric and formative assessments for a unit we have just begun. I have developed a timeline and outline on the GAME Lesson for my students. I may teach the students a card game where they have to set a goal, evaluate, monitor and adjust to be successful.

G
Learn more about allowing students to set goals monitor their learning and progress by individual learning desires. 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
Explore and plan ways to help students with goal setting, and evaluating their own learning. Students need to know their learning style. Students will learn also their "True Colors “enabling them to understand and appreciate themselves and others. 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.
M
Are the goals the students setting, ones to encourage their learning? 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 the students able to meet their goals? What impact did their goals have on their learning? Were my assessments beneficial to my students’ learning? Were they helpful to direct the instruction?

GAME PLAN

I am eager to hear your feedback since I am unsure if I have done this correctly.

GAME PLAN
The two areas of the NETS Standard I need to develop and become proficient are from the second standard: Design and Develop Digital-Age Learning Experiences and Assessments:
B. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
D. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

G Learn more about allowing students to set goals, monitor their learning and progress by individual learning desires.

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

A Explore and plan ways to help students with goal setting, and evaluating their own learning. Students need to know their learning style. Students will learn also their "True Colors"enabling them to undersstand and appreciate themselves and others.

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.

M Are the goals the students setting, ones to encourage their learning? 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 the students able to meet their goals? What impact did their goals have on their learning?

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

EDUC-6713I-2 Integrating Technology Across the Content Areas

Why Authentic Instruction?
I was amazed when I came across the following quote: “From the standpoint of the child, the great waste in school comes from his inability to utilize the experience he gets outside while on the other hand he is unable to apply in daily life what he is learning in school. That is the isolation of the school--its isolation from life.” --John Dewey, 1916. To think that the lack of authentic learning has been identified for years and still the problem is prevalent in educational systems.
I can remember thinking during Junior High, High School and College education “Why do we need to know this? When will I have to use this?” Howard Gardner states, “For many students, education has become nothing more than drill and response; there is no relevance for the materials the students are expected to learn” (Gardner, 1991). When students can make connections not only to their prior knowledge but also to the real world they will be motivated, engaged and will be able to recall and use the information.
I am fortunate to be able to do projects with my students that that are relevant, motivating and engaging. Every school year I spend the first three months preparing my new eighth grade students for cooperative, and project based learning. I have learned that students need to practice how to work together and be responsible for their tasks in a group setting. Once my students have a firm understanding of the skills need to be successful working with a group, they are assigned a simple small group Treasure Hunt on the internet. The Treasure Hunt is to help students to practice and fine tune internet research and navigation skills.
My students have e-pals from Maui. They communicate daily, have created Power Points about themselves and are finishing the construction of a postcard about Arizona attractions. My students have asked if we could take a fieldtrip to visit their Hawaii e-pals. Because of this, for the next project my students will be involved in a WebQuest called “Aloha, Maui E-Pals”. WebQuest’s promotes communication, collaboration, creative and critical thinking and problem solving skills. “Aloha, Maui E-Pals.” is designed for my students to understand financial situations in preparing for a trip to Maui to meet their e-pals. Students will be collaborating with their e-pals deciding where they will visit, eat and the hotel they will stay in. Students will work in groups of three. The trip will be seven days long. The group will need to investigate the cost of airfare from Phoenix or Albuquerque to Maui. The project will include at least one activity planned for each day. What will the daily transportation costs be? Your group needs to eat three meals a day. How much will this cost? Students will be seeking help from their e-pals as to location and perhaps costs of activities and meals. The final product will be students created VoiceThread. The Maui E-Pals will leave comments. Through-out this project the students will use problem solving, math, critical and higher level of thinking skills.
Some of the benefits of the WebQuest (Project Based Learning) include but is not limited to: The learning is centered on authentic tasks that are of interest to the learners. The students are engaged in exploration and inquiry. The learning is closely connected to the world beyond the walls of the classroom. The Students become engaged in complex tasks and higher-order thinking skills, such as analyzing, synthesizing, designing, manipulating and evaluating information. The students produce a product that can be shared with an audience outside the classroom. The learning is student driven with teachers as facilitators. (Donovan et al., 1999; Newman & Associates, 1996; Newmann et al., 1995; Nolan & Francis, 1992).
Through the use of project based learning my students will be engaged in the components of authentic learning; learning autonomy, active learning, holistic, complex and challenging activities. While the students are motivated, engaged and self-directed my role is one of a facilitator and a resource for the students. As students make connects to their knowledge and to the real world the spark of learning is kindled, promoting the growth of lifelong learners.