GAME Plan Monitoring: Time Out Already!

I feel as though my GAME has shifted to something resembling dodge ball.  While I am holding my own, I feel I am dodging more balls than I am throwing.  While I am not having any problems finding the information and resources I need, I am overwhelmed by the amount of information and resources I want to implement - like right now.  With the onset of the holidays, course work, and never-ending school work, I feel as though every day that passes by finds me scrambling to stay in the GAME.  Too bad life doesn't have "time outs."  I could sure use one right now.

I have always been ambitious with plans and ideas.  However, I am wondering if my goals and subsequent actions may have been a bit lofty.  Maybe I just need to set realistic target dates for each.  After all, I have successfully completed many of the action steps in my GAME plan.

GAME Plan Checklist: Completed Actions

• Use Edmodo as a social networking tool to communicate class news, updates, student work, and links of interest with students.

I am using Edmodo on a daily basis to communicate announcements, general questions, and links of interest.  Students are completely engaged in the use of this tool and often remind me to post class information.

My class Edmodo page - invaluable for sharing quick links and announcements.

• Create a JKL Middle School Science fan page to allow current and consistent communication with parents, students, and colleagues
• Share educational resources with parents, students, and colleagues to promote consistency of skills, strategies, and content implemented

While I still have to get the word out to more parents and staff, the page is created and slowly accumulating followers.

JKL Middle School Science Facebook fan page.  Effective way to communicate with parents and colleagues.

• Create Personal Learning Environments for students based on their individual needs using Symbaloo
• Create and share Symbaloo webmixes to support classroom content as needed

Symbaloo is allowing my students to continually add learning resources to their PLEs as they progress through the self-directed learning matrices.  Resources are customized to their individual needs and interests.

School webmix shared with all students as an integral part of their Personal Learning Environments. 
I have also created a webmix specific to each matrix/unit for each grade level.

 GAME Plan: What Now?

While I feel I have a great advantage with the technology integration, there are a few "loaded" actions that I really need to manage.  They will require more time and planning than those already completed.  In order to be successful, I must set realistic target dates for implementing them.  As I look ahead, I see that project-based learning will soon be a topic of focus.  I think cutting myself a little slack and waiting to take action on my project-based learning goal until completing next week's assignments have been completed will provide much needed relief and sanity. 

I have learned that some steps take much longer than others and cannot be rushed if they are to be effective and successful.  I am becoming acutely aware of just how much planning and preparation goes into quality, self-directed authentic learning experiences.  While I was hoping to jump right in, I have decided it to be in my best interest (as well as my students') to take it slow.  I am busy working on "front-loading" materials, resources, and contacts as well as preparing myself to teach students the "how" of project-based learning. 

I have also learned that I tend to use project- and problem-based learning interchangeably, even though I know they are quite different.  However, in science projects are the result of solving a problem so I totally feel justified.  As I muddle through preparing for my big "debut," I have about a million questions running through my head.

 

How do I get students to choose topics that align to the standards?

How much guidance do I provide and still have it be "self-directed" learning?

Is every student really ready for this type of independence and responsibility?

How much time do I allow them to complete their projects?

Oh, and when in the world do I find time to decorate the house and shop for Christmas gifts?  I guess those are small potatoes, considering my students' education is ultimately my future.  I refuse to compromise any goals or actions simply because I'm feeling sorry for myself.  I know that every goal is attainable and every action doable.  It's time to wind 'er up and start throwing some balls!

What Self-Directed Learning Should Be

On my quest to discover what other students are doing around the world, I came across a video showcasing a group of students from Arkansas that has my mind spinning.  I am simply blown away by what these students have created and achieved.  I know my students are capable of nothing less if given the opportunity.  The students of the Environmental and Spatial Technology (EAST) program, at Horace Mann Magnet Middle School, in Little Rock, Arkansas have truly inspired me to push my students to reach their own potentials.  It is my job to provide them with such opportunities.  If I do not step up my GAME, I am failing my students.  This video demonstrates the potential of middle school students when given the opportunity, support, and encouragement to make it happen.

GAME On! Taking Action

While I am not an avid sports fan, I do know the difference between offensive and defensive.  I have opted to take the offensive approach to the GAME.  The ball is in my court, after all.  With my GAME plan in place, I am ready to begin "gearing up" to win.  It's high time to start taking action to meet my goals.  First, I must answer a few essential questions, if I am to be prepared.

1.  What resources will I need to carry out my plan?

Resources are an essential component to any GAME plan.  Without them, it would be like heading out to the football field without a helmet or padding.  (That would be me, by the way.)  Due to the fact that I have several goals, the resources may and should differ for each.

Goal 1: Engage students in authentic learning experiences using technology.

• local businesses and agencies such as MSU (Michigan State University) Extension, LSSU (Lake Superior State University) Aquatic Research Lab, Waste Management, Chippewa County Recycling Center, Habitat for Humanity, Mary Murray Culture Camp, Circle K Buffalo Ranch, Karls' Cuisine (local foods restaurant), A Cut Above (hair salon)
• student survey results as to learning styles and personal interests and experiences
• blogs dedicated to reporting on web 2.0 tools for education
• examples of students work published on the Internet to be used as anchors and exemplars

Goal 2: Develop a technology-rich, self-directed learning environment.

• webmixes customized with web 2.0 tools appropriate to the learning experience
• SymbalooEdu accounts
• interactive GAME plan flipchart (Promethean Board)
• technology teacher support and input as to technology skills already mastered by students

Goal 3: Communicate with the school community using a variety of digital media.

• parent and colleague e-mail invite to join the JKL Middle School Science Facebook page
• web resources supporting classroom goals and initiatives to share with parents and colleagues
• digital camera to document classroom activities to share with parents and colleagues

Goal 4: Participate in professional learning communities focused on the integration of technology.

• schedule of EUPISD ScCRT (Eastern Upper Peninsula Intermediate School District Science Curriculum Review Team) monthly meetings to attend to network with local science teachers
• quality blogs dedicated to integrating technology in education
• professional development request to attend 2010 MACUL Conference
• application for the district MiChampion team

2.  What additional information do I need?
Additional information will be gained by locating the necessary resources listed above.  It seems pretty redundant to re-list the information that will be gained from those resources.  I believe that if I diligently pursue all of the identified resources, I will have acquired all of the additional information necessary to successfully take action. 

3. What steps have I taken so far?

Let's just say I'm driving the ball full speed down court.  (OK, I know.  Enough with the sports analogies, already.  I just can't help it.)  There's simply no stopping me.  I have taken several actions that have me well on my way to achieving my goals.  The following steps have been successfully completed:

• all students have Symbaloo accounts
• all students have create Personal Learning Environments using Symbaloo
• teacher-created Symbaloo webmixes have been shared with students
• students have begun to create their own webmixes bases on needs and interests
• TodaysMeet is now being used as a means for students to communicate on "workdays" by the link being posted daily in Edmodo and the discussion being displayed on the Promethean board
• created "Personal Interests and Experiences Survey" using PollDaddy
• students have complete "Personal Interests and Experiences Survey" via PollDaddy
• JKL Middle School Science Facebook fan page has been created and is up and running
• educational resources have been shared on the JKL Science Facebook fan page
• Edmodo is being used to communicate surveys, links, news, etc. with students on a daily basis
• research as to "best fit" blogs and websites regarding web 2.0 tools and the integration of technology has begun
• profession development request for 2012 MACUL conference has been completed and approved
• selected as a member of our district's MiChampion team

While I know my GAME has just begun, the steps I have taken so far have inspired and motivated me to go above and beyond my original actions.  As I gather resources and information, new web 2.0 tools irresistibly present themselves.  For example, I came across TodaysMeet, a live "room" that allows students to use the live stream to make comments, ask questions, and use feedback to work effectively and efficiently.  "Workdays" would generally find students writing their names on the white board if they needed assistance.  Now, I just create a new "room" each day and display it on the Promethean board.  Students are communicating - silently, without distracting the entire class  - and working collaboratively to help each other using their own personal strengths and knowledge.  This tool not only encourages, but supports self-directed learning.  It has also freed up my time to make necessary observations of students as well as conference with individuals as necessary.

My most recent blog discovery lists the Top 25 Web 2.0 Sites for Education.  Thanks, David Kapuler.  There goes my night -but here comes my GAME!

Symbaloo as a PLE

A year ago, I couldn't have even told you what Symbaloo was or explain the purpose of a PLE.  Both are now common vernacular in my classroom.  Every student in my classroom has their own Symbaloo PLE.  A personal learning environment (PLE) is simply a

"system that helps learners take control of and manage their own learning. This includes providing support for learners to set their own learning goals, manage their learning, manage both content and process, and communicate with others in the process of learning."

While I'm sure there are many variations on the definition of a PLE, I prefer this definition in that it integrates learning goals and the management of those goals.  Constant planning, monitoring, and evaluating of activities are characteristics of successful self-directed learners (Cennamo, Ross, & Rogers, 2002). A PLE provides students with the tools to do just that and as well as sharing what they are doing with others. 

A PLE gives students power over how they learn.  While I create and provide webmixes for all of my classes, students can add resources and tools that fit their individual learning goals and needs. The following student-created YouTube video demonstrates the power of a personal learning environment.

Symbaloo is by no means the only platform that can be used to create personal learning environments.  It's simply what fit my purposes best.  My students love it and create their own webmixes based on personal interests to meet the needs of their informal learning goals.  The following slide show by Graham Attwell shows the importance of web 2.0 tools as part of personal learning environments.

Personal Learning Environments

View more presentations from GrahamAttwell

Got GAME?

The time has come for me to stop over-analyzing my deficiencies in the classroom and start taking action.  While reflection is critical to learning from failures, it means nothing if solutions are not the result.  If I am to produce twenty-first century learners, I must have a GAME plan.  (Pun intended.)  I must set Goals and relevant, meaningful Actions to ensure that I am meeting the twenty-first century needs of my students.  Monitoring those actions will keep me from wasting time on strategies that simply aren't working for me.  When all is said and done, I must critically Evaluate the outcome to see if the goal was reached.  (Get it? GAME?)  Evaluation is not a simple "yes" or "no."  It will require critical analysis of why or why not.

When it comes to integrating technology into my curriculum, I got game alright.  However, there are a few areas in which I simply don't "bring it."  To get my GAME on, I will focus on the following ISTE standards:

The GAME Plan

Goals

While I know that I am progressive in my integration of technology, I need to step up my GAME (Cennamo, Ross & Ertmer, 2009) in order to make my students' learning experiences relevant and meaningful.  By setting the following goals, I am recognizing areas that require more development and attention on my part.  Based on the ISTE-NETS Performance Indicators, I will:

• Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
• develop technology-enriched 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
• communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media
• participate in local and global learning communities to explore creative applications of technology to improve student learning

Actions   

It's one thing to set goals.  Putting them into action is another.  If I am to truly prepare my students for the twenty-first century, I have no choice but to jump in feet-first with the following actions:

Goal 1:  Engage students in authentic learning experiences using technology.

• identify real-world issues and problems that are relevant to students' personal experiences
• survey students as to their personal interests and experiences
• research grade-level appropriate web tools, hardware, and websites that will best meet the needs of students
• implement problem-based learning strategies to facilitate scientific inquiry and self-directed learning

Goal 2:  Develop a technology-rich, self-directed learning environment.

• identify individual student learning styles using "What's Your Learning Style?" recommended by Edutopia
• create Personal Learning Environments for students based on their individual needs using Symbaloo
• provide students with direct instruction on the four steps of the GAME plan (Cennamo, Ross & Ertmer, 2009)
• guide students through the process of creating their own GAME plan
• apply GAME plan to identified real-world issue or problem

Goal 3: Communicate with the school community using a variety of digital media.

• create and share Symbaloo webmixes to support classroom content as needed
• maintain and update class website on a regular basis (www.jklsciencelab.weebly.com)
• create a JKL Middle School Science fan page to allow current and consistent communication with parents, students, and colleagues
• share educational resources with parents, students, and colleagues to promote consistency of skills, strategies, and content implemented
• use Edmodo as a social networking tool to communicate class news, updates, student work, and links of interest with students.

Goal 4: Participate in professional learning communities focused on the integration of technology.

• actively seek local teachers interested in collaborating on grassroots, problem-based learning experiences using various technology tools to communicate (Laureate, 2010)
• continue the current ePal relationship with our classroom partner in Australia
• read and comment on educational blogs specific to the use of technology in education
• attend the MACUL (Michigan Association for Computer Users in Michigan) 2012 Conference
• apply to be a member of our district MiChampion team 

Monitor

In order to ensure achievement, I must monitor my actions (Cennamo, Ross & Ertmer, 2009).  Monitoring is critical to achieving goals in that it keeps us on track.  It's especially easy to get "off track" when web tools and resources.  To keep from experiencing complete and total derailment, I will monitor my actions for each goal by answering following questions:

Goal 1: Engage students in authentic learning experiences using technology.

• Are students engaged in the topic and motivated to learn?
• Can students use the technology being used independently or with little guidance?
• Are students demonstrating the ability to connect content to the real-world problem?
• Am I allowing students enough freedom to seek out their own answers and solutions?
• How often am I providing direct instruction?

Goal 2: Develop a technology-rich, self-directed learning environment.

• Has each student successfully created a Symbaloo PLE?
• Do the resources in each students' PLE support their identified learning style?
• Can students identify and explain each step of the GAME process?
• Did each students create their own GAME plan?
• How did students apply their GAME plans to the real-world problem being explored?

Goal 3: Communicate with the school community using a variety of digital media.

• Have I created a webmix for each unit/learning experience?
• Is my class website up-to-date?
• When was my class website last modified?
• How often do I modify or update my class website?
• How many fans does the JKL Middle School Science fan page have? 
• Am I reaching parents, students, and colleagues equally with the fan page?
• How often do parents, students, and colleagues post, comment, or respond to the fan page?
• How often do I post, comment, or respond on the fan page?
• How many educational resources have I posted on the fan page?
• How often do I post educational resources on the fan page? 
• Am I posting updates to Edmodo daily?
• What am I posting to Edmodo?
• Are students checking Edmodo daily?
• Are students using Edmodo to communicate with both myself and their peers?
• Are students abusing their rights to post on Edmodo?

Goal 4: Participate in professional learning communities focused on the integration of technology.

• Have I found a local colleague to collaborate with?
• What technologies will students use to collaborate and communicate?
• Has a grassroots, problem-based activity been selected?
• When was the last correspondence with our Australian ePal partners?
• Is there a current collaborative project being worked on with our ePal partners?
• What educational blogs am I following?
• How often do I read educational blogs?
• How often do I comment of participate in blog discussions?
• Are you attending the 2012 MACUL conference?
• Have I filled out and submitted the necessary professional development request forms?
• Has my professional development request been accepted?
• Am I a member of the district MiChampion team? 

Evaluate

TIme for the big question: Did I successfully meet my goals?  While the answer to this question is critical, I must reflect on whether or not my approach worked or if I need to modify my strategies in the future (Cennamo, Ross & Ertmer, 2009).  In order to evaluate the "big picture," it is not necessary to break down the evaluation to each goal unless the goal was not met.  To kick off the evaluation process, I will ask the following questions suggested in the text Technology Integration for Meaningful Classroom Use:

• Have I met my learning goals?
• If not, should I modify my goals or my learning strategies?
• What will I do differently in the future?

The answers to these questions will undoubtedly lead to more detailed questions, as I identify specific actions that have been unsuccessful.  It's hard to say what the answers to these questions will be.  I can only hope that the answer to the first question is "yes."  (Seriously.)  It seems to me that if I follow through with the monitoring phase of the process and carefully answer and actively respond to each reflective question, I will inevitably successfully reach all of my learning goals.  However, I tend to be an optimist.  I have learned from "realist" friends that this will more than likely not be the case.  I know there will be the proverbial bumps in the road and it is my job to slow down, take notice and smooth them out. 

References

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

Laureate Education, Inc. (Executive Producer). (2010). Program Number Four: Enriching content area learning experiences with technology part 2 [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author

Fostering Mental Blocks in School...

I have just had one of the biggest "aha" moments of my career.  And it's a scary one.  My current instructional strategies actually encourage and nurture the mental blocks of creative thinking. Traditional American education may have met the needs of our students and society a century ago, but it is no longer meeting the demands of the twenty-first century. It seems to me that it is actually keeping our students from being successful in today's global society. The demand for self-directed, creative, innovative, critical thinkers is not being met by worksheets and standardized test preparation. Not only must today's students obtain a basic core knowledge in all subject areas, they must be able to apply, analyze, and evaluate their knowledge in creative and innovative ways if they are to stand any chance of holding a competitive edge to their global peers.

Ken Robinson says schools kill creativity | Video on TED.com

Ken Robinson says schools kill creativity | Video on TED.com

Lots of humor to soften the blow of the unfortunate truth.  Good news is that we can make a difference.

How to Build a Bridge

As I struggle with the "how-to" of getting my students to be truly self-directed learners, I realize that there is a huge gap that needs to be bridged between old school practices and those demanded by the twenty-first century.  Maurice Gibbons, author of numerous SDL books, suggests building that bridge between teacher direction and self-direction using the following strategies:

Howard Gardner Just Might Be Onto Something...

So, it seems to me that in getting our students' creative juices flowing, we must allow them to self-assess their learning style to maximize their learning potential.  If they discover how they learn best, they will no doubt discover the most effective and enjoyable means in which to express themselves and what they have learned.  Here's a few words from the man himself.

Welcome to Createachery!

In a society where digital skills and creativity are necessities rather than luxuries, I must prepare my students with the skills necessary to be creative, innovative, and technologically savvy.  If I can get them to combine all three - I will have done my job successfully.  Just how to do that is another question.  This blog will document my crusade to develop self-directed learners who are able to apply what they have learned to creating, producing, and publishing work using a variety of multimedia tools.  Let the games begin!