I have decided to adjust my GAME Plan somewhat because I may have some difficulty in securing a workshop for my students on making a documentary with the local television station. They are very busy filming other Carnival related activities, so I may have to reschedule and use alternative resources.
I would encourage my students to use online resources to locate how to film documentaries, and use any available tutorials as a guide for implementation. This should be very interesting, because they would be enhancing their online research skills, instead of viewing a live demonstration of documentary filming. I would also like students to film segments of our school´s Carnival celebrations, which would be included into the final production. Finding information about Carnival is not difficult, so we should not have any problems. While they are conducting their research, they would be assessed through observation while they work collaboratively in groups, and how they are able to manipulate the technology to locate reliable and valid information which is related to the topic. Rubrics will be provided for students to use as guides to help them understand what I will be looking for in a successful documentary which is both informative and creative.
Pauline Branker
Friday, January 28, 2011
Thursday, January 20, 2011
Carrying out the GAME Plan
If I am to carry out my GAME plan according to my standards: a) facitating and inspiring student learning and creativity, and b) designing and developing digital-Age learning experiences and assessments, I would need resources that would enhance students´ creativity, motivation, through the use of digital tools. This has me really thinking about what to do!
I would like my students to work collaboratively in groups to develop a documentary on Carnival celebrations in Trinidad and Tobago, which will take place in March. There is an abundance of information both in magazines, newspapers, books and online resources about Carnival celebrations. Students can go online to view online articles from local newspapers and magazines about past Carnival activities, and also visit websites like the Tourism Development Corporation, NALIS (National Library Services), Wikipedia, and other reliable websites that are available.
Students can use a video recorder or digital camera to film aspects of the documentary, for example, a live performance from a Carnival character, or a school concert, and include still images into their presentation. The GAME Plan will begin with the students and teacher setting goals for what we want to achieve and learn from the activity, for example, are we learning about the historical context of Carnival, the characters involved, and the different aspects involved in producing Carnival, the social and economic benefits that are derived from the celebrations? Next, to begin taking action to accomplish these goals, we would have to find out how to film and produce a documentary, what are the steps to be taken, and then plan how it would be done, set parameters and achievement targets. We would need to consult with a member/s from a production company or the local television station, for example, GAYELLE, which is nearby to the school. Students would then be exposed to filming a production, before beginning to produce the documentary.
I would like my students to work collaboratively in groups to develop a documentary on Carnival celebrations in Trinidad and Tobago, which will take place in March. There is an abundance of information both in magazines, newspapers, books and online resources about Carnival celebrations. Students can go online to view online articles from local newspapers and magazines about past Carnival activities, and also visit websites like the Tourism Development Corporation, NALIS (National Library Services), Wikipedia, and other reliable websites that are available.
Students can use a video recorder or digital camera to film aspects of the documentary, for example, a live performance from a Carnival character, or a school concert, and include still images into their presentation. The GAME Plan will begin with the students and teacher setting goals for what we want to achieve and learn from the activity, for example, are we learning about the historical context of Carnival, the characters involved, and the different aspects involved in producing Carnival, the social and economic benefits that are derived from the celebrations? Next, to begin taking action to accomplish these goals, we would have to find out how to film and produce a documentary, what are the steps to be taken, and then plan how it would be done, set parameters and achievement targets. We would need to consult with a member/s from a production company or the local television station, for example, GAYELLE, which is nearby to the school. Students would then be exposed to filming a production, before beginning to produce the documentary.
Friday, January 14, 2011
GAME PLAN
This application blog deals with having a GAME plan for content learning with digital tools. By using the standards laid out by the International Society for Technology in Education (ISTE)(2008), I have selected the following standards which will guide the creation of my GAME Plan.
G My first standard is: to facilitate and inspire student learning and creativity. To achieve this goal, I would have to promote and provide learning environments which encourage creative and critical thinking. I would have to use authentic tasks that make my students problem solve using digital tools and resources.
My second standard is: to model digital-age work and learning. To achieve this goal, I would have to become proficient in using the digital tools, so that I would be able to model for my students how to effectively learn with these tools. It would also mean that the stakeholders in education - the school´s administration, the students, parents and members of the community, would also be communicated to using the digital tools.
A To begin the task, it is important to select the appropriate digital tool to suit the task which would develop the students´ creativity and critical thinking skills. For example, producing a radio talk show using a podcast would stimulate interest and content learning. Students would be able to discuss characters from novels, content and themes from poems or stories, or any major issues in the society. The list is endless. Students would enjoy this as they would be working collaboratively in groups to produce the podcast, and their opinions would be shared with an audience of their peers and a worldwide audience. This would certainly engage and motivate them to learn the desired content material.
M Monitoring the task would involve observing the students as they work collaboratively on their tasks, and using the technology. Students can also be given checklists and rubrics to take responsibility for the creation of the final product and their learning. The rubrics would be used as guides for the students so that they would know what is the required expectations to produce a successful broadcast.
E I would be able to evaluate the process by the successful final product, to see if the students were able to complete the task, and whether any learning took place. There would be whole group discussions, or oral and written reflections which would be done at the end of the activity, so that students can think about what they have learned. Personally, I would examine my standards and goals to see if what was achieved by the students were in sync with what I wanted.
I think the GAME plan is a good way to organize my thoughts and lessons when integrating technology. It outlines a step by step approach for the teacher and also the student, who needs the guidance that is required to use digital tools to enhance content learning.
Pauline Branker
Reference:
International Society for Technology in Education (2008). ISTE.NETS: Advancing digital-age teaching. http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.
G My first standard is: to facilitate and inspire student learning and creativity. To achieve this goal, I would have to promote and provide learning environments which encourage creative and critical thinking. I would have to use authentic tasks that make my students problem solve using digital tools and resources.
My second standard is: to model digital-age work and learning. To achieve this goal, I would have to become proficient in using the digital tools, so that I would be able to model for my students how to effectively learn with these tools. It would also mean that the stakeholders in education - the school´s administration, the students, parents and members of the community, would also be communicated to using the digital tools.
A To begin the task, it is important to select the appropriate digital tool to suit the task which would develop the students´ creativity and critical thinking skills. For example, producing a radio talk show using a podcast would stimulate interest and content learning. Students would be able to discuss characters from novels, content and themes from poems or stories, or any major issues in the society. The list is endless. Students would enjoy this as they would be working collaboratively in groups to produce the podcast, and their opinions would be shared with an audience of their peers and a worldwide audience. This would certainly engage and motivate them to learn the desired content material.
M Monitoring the task would involve observing the students as they work collaboratively on their tasks, and using the technology. Students can also be given checklists and rubrics to take responsibility for the creation of the final product and their learning. The rubrics would be used as guides for the students so that they would know what is the required expectations to produce a successful broadcast.
E I would be able to evaluate the process by the successful final product, to see if the students were able to complete the task, and whether any learning took place. There would be whole group discussions, or oral and written reflections which would be done at the end of the activity, so that students can think about what they have learned. Personally, I would examine my standards and goals to see if what was achieved by the students were in sync with what I wanted.
I think the GAME plan is a good way to organize my thoughts and lessons when integrating technology. It outlines a step by step approach for the teacher and also the student, who needs the guidance that is required to use digital tools to enhance content learning.
Pauline Branker
Reference:
International Society for Technology in Education (2008). ISTE.NETS: Advancing digital-age teaching. http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.
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