Evaluation of my GAME plan

The evaluation phase of a GAME plan includes a critical examination into the actions steps and their metamorphosis towards appointed goals. In the case of my GAME plan, I have found that reaching out to others for advice and information to be an invaluable tool. Cennamo, Ross, and Ertmer state that “[s]haring what you have discovered with your colleagues is a critical step in improving your instructional effectiveness” (Cennamo, Ross, & Ertmer, 2009). My action steps involving accessing others prior knowledge and seeking professional development opportunities gave me a firm foundation in which to develop 21st century based learning strategies to teach my students content area knowledge.

An critical strategy I have learned through this process is the importance of scaffolding student learning and performance to meet the varying degrees of abilities and interest in my classroom. By scaffolding instruction I can “. . . accomplish four important goals: 1) initiating student’s inquiry; 2) maintaining students’ engagement; 3) aiding learners with concept integration and addressing misconceptions; and 4) promoting reflective thinking” (Ertmer & Simons, 2006). Each student in my classroom has a learning style preference, it is my job to incorporate choices and challenge them to try other alternatives with in their ability levels. Consequently, I will need to further develop my abilities to differentiate the ways that I assess student comprehension and synthesis of core content. There are still questions in my mind about how to go about integrating and simplifying authentic assessment in an objective and quantitative manner.

As I search more in depth regarding the usage of my iPod Touch for the purpose of progress monitoring, I realize additional fiscal resources will need to be making this a reality. This is an unfortunately hurdle in my plan but not one that cannot be overcome with time and further investigation.

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

Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved on October 4, 2010,from http://docs.lib.purdue.edu/cgi/viewcontent. cgi?article =1005& context=ijpbl.