As I read through and reflect on my GAME plan, I am struck
by the realization that I have just begun the biggest GAME of my life. While this may be the end of one of the most
pedagogically inspirational courses I have experienced , it’s not even close to
the end of my GAME. In fact, I’m just
warming up. If I am to truly prepare my
students for the rigorous demands of the twenty-first century, I must rethink
all of my current strategies and transform them into meaningful, real-life experiences
for my students. This course has forced
me to take the time to explore and implement so many ideas that I never thought
I had time for. Well, you always have time for what you make time for. Not making time to develop a curriculum that
is rigorous, engaging, and 21st century skills-based is not an option.
I have always prided myself on "thinking outside of the box," providing students with fun,
exciting science experiences. It is
clear to me now that no matter how I look at it, I have always had a “traditional
classroom.” Sure, my strategies and
activities evolved and became more effective and meaningful over the years, but
when it comes right down to it, it’s not enough. Traditional classrooms are not even close to
the real world. I mean, really, what job
requires you to do vocabulary worksheets? How many jobs require you to memorize
information short-term for a quiz? Who
spends countless hours writing for one person to read and evaluate,
never to be seen by anyone else? My fun,
exciting science experiences were simply feeble injections into a traditional
education (Pearlman,n.d.) overshadowed by worksheets and cookbook labs. The following image says it all. Until now, my reflection has been distorted by traditional ideas of education.
Sounds pretty harsh, right? Sometimes the truth hurts. But this isn't one of those times. In fact, the reality of it all is anything but painful. It is invigorating, energizing, and inspirational. Being forced to formally design, write, and implement a PBL lesson plan is one of the greatest things that has ever happened to me. In general, I have big ideas that I spontaneously jump right into. While spontaneity has it's place in the world, it generally doesn't fit into to planning a unit real well. Taking the time to research and develop all components (alright, most components) of a comprehensive problem-based learning unit has not only benefited me, but most of all my students.
The sense of pride and simple pleasure I get out of watching my students work together to solve a problem using critical thinking skills is right up there with watching my own children ride a two-wheeler without training wheels or take their first steps. I know in my head and in my heart that it is right. I cannot let myself fall back into traditional education practices simply because it's what I know or because it's easier. I owe it to myself and my students to make the time to create twenty-first century experiences for them to learn the skills of today and of tomorrow. Gone are the days of lectures, worksheets, and textbook procedures. The time has come for them to be replaced by self-directed learning, integrating as much technology as possible. Modifying Cennamo's GAME plan to improve my self-directed learning matrices will allow my students to develop life-long learning skills. Through online collaboration, social media, digital storytelling, and countless other technology applications, I will construct my own idea of "beauty" as it applies to the education of my students. If today's teachers are not willing to change the "beauty" of education, what future do our children have?
As I see it, PBL is the future of education and student success. It has it all: UDL, technology integration, real-world experience, literacy, critical thinking, collaboration, oh, and let's not forget content. When I look in my "teacher mirror," I don't want to see a distorted reflection. I want to see a crisp, clear image of fingers flying on the keyboard, hear the buzz of collaboration, smell the nervousness of adolescents presenting their work to an audience, feel the pride in knowing I have done the best that I can. I want to taste success.
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