EDUC 6713 - My Personal GAME Plan

My Personal GAME Plan

 

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      After reviewing the International Society for Technology in Education’s (2008) website, I determined two indicators in the National Education Standards for Teachers (NETS-T) that I would like to explore to gain more knowledge and confidence for my professional career. Using the GAME plan, I have outlined the steps I will take to make improvements in my professional career and help my students become prepared for a global work environment (Cennamo, Ross, & Ertmer, 2009).

NETS-T #1

2d. 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.

Goal:

To utilize technology to track student progress on summative assessments to help students pinpoint areas of mastery and improvement.

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Rationale: I believe students need to understand the skills that they have mastered and the skills they need to improve. My rubrics are broken down in to specific criteria/skills, and in the past, students never really paid attention to their scores on those subcategories. They were just concerned with their overall score. By creating a spreadsheet where students have to chart their scores on each specific subcategory for each writing assignment, we can begin to track areas of need. This will help me differentiate instruction and students will have a better understanding of how they can improve their writing skills.

Actions:  

- Create a Google Docs template and add paragraph rubric to the document. Share with students so they can copy and paste it into their assignments when they share their completed product. (This was accomplished in the Week 1 assignment for this course.)

- Create a Google Docs template/spreadsheet and share with students so they can track their scores on each subcategory of the rubric. (This was accomplished in the Week 1 assignment for this course.)

Paragraph Writing Grade Log
Assignment Name:	#1	#2	#3	#4	#5	#6	#7
Topic Sentence
Detail Sentences
Conclusion Sentence
Readability
Mechanics
Overall Score

- After the first writing assignment is scored and returned to students, explain how we will use the spreadsheet to track progress. Model and explain how to chart scores and allow students to input scores from their first assignment. Repeat this after each writing assignment.

Monitor:

- After the first four assignments, student should have ample data to review their scores to see any trends, discrepancies, and areas of improvement or mastery. To model this, show students a sample spreadsheet and have a class discussion about what the data tells us.

- Have students look at their own spreadsheet and highlight in bold any scores that are below a 3. (Those scores would be considered below proficiency level).

- Ask students to list those categories in their writing journal so they can review it during their next writing assignment.

- At the beginning of the next assignment, have students review categories of need from their writing journal. Work with students individually to focus on those skills for their next assignment.

Evaluate:

- After the first trimester, review students’ spreadsheets to see if they made any improvements to their subcategories in need.

- Continue to evaluate and review data throughout the year to help students understand what they need to work on. Also, work with students to show them what they have mastered so they can see they have accomplished their writing goals.

NETS-T #2

4a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

Goal:

To model appropriate use of citing references on the Internet, and hold students accountable for using text, graphics, videos, and other media from the Internet by adding a “Citing References” section to their assignment rubrics.

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Rationale: I often create multimedia presentations for my classroom and use graphics and other media files from the Internet, but I rarely cite those references/files at the end of my presentations. My students do the same thing. I need to reinforce the need to cite where information was found so students can see the importance of giving credit to others for their hard work.

Action:

- Anytime I create a worksheet, multimedia presentation, or any other material for class where I use information from another resource, I must make sure I cite that resource to model citing references to students.

- Conduct a mini-lesson at the start of the school year to teach students the importance of citing references and show them how to do it.

- Add a section to project and essay rubrics entitled “Citing References” and develop criteria for the rubric. Review with students prior to each project, and make sure they understand they are responsible for citing all sources.

- Have school librarian observe students during research project to add further assistance as needed.
 

Monitor:

Review students’ projects (before they are submitted for final grade) to make sure they are citing resources. Reinforce and address any students who forget to cite their resources or do so incorrectly.

Evaluate:

Review students’ scores on the “Citing References” subcategory on their rubric to determine if any further instruction or review is needed.

           

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.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/standards/nets-for-teachers