Trying again, with a GAME plan

         I try to live my life with the attitude that if at first you don’t succeed, you may need to try something else!  Though one might find this statement to be harsh and pessimistic, I realize that “try try again…” is not always the best solution.  Think about it.  Some say that the definition of “insanity” is doing something over and over with the hope of receiving a different result.  Though “giving up” should never be an option, teachers should be equipped with enough knowledge, motivation, and incentive to try again by using a better strategy.   While currently completing my fifth year of teaching High School students, I realize that I could write a book about the pros and cons of teaching.  However, the most important lesson learned from any book should be that teachers live by helping students, grow by learning, and survive by reflecting on the good moments.  These good moments can only be enhanced if teachers utilize resources available to helps enjoy learning.   As I continue to grow by learning, I realize that my expansion and transformation as a teacher will not take place if I do not remain equipped with new technology and trends associated with this generation.  By critiquing aspects of the NET-S’s  in levels of the GAME plan, I will become closer to growing as an educator.

            One strategy I wish to incorporate in the classroom is to “inspire student learning and creativity” (ISTE, 2008).  After encouraging students to be creative I also wish to “model digital-age work and learning”(ISTE, 2008).  These goals exemplify my teaching strategies and techniques precisely. Before administering these strategies, teachers should implement each step of the GAME plan to be successful (Cennamo et al., 2009).  While observing various high school students, I realize that there is a sense of enjoyment and thrill once there is freedom for creativity.  Not only does creativity enhance the curriculum, but students are able to stay motivated and betrothed when they can develop unique and creative ways of expression (Laureate, 2012b).  This year, a goal is to incorporate more real-life experiences in the classroom by incorporating technology to enhance creativity.  Before students reach these goals, I would like to attend workshops, communicate with colleagues, and develop PLC’s with the purpose of using the best enhancement to enhance these ideas.  This form of collaboration also reiterates the goal of modeling digital-age work and learning.

            In order for this process to be successful, I will need to demonstrate the best action of carrying out my plans, while monitoring my process at the same time.  Not only should creativity be encouraged in the classroom, but students should be given various opportunities to think independently (Laureate, 2012).  Because students are typically required to learn about business protocol in the Business Foundations course, an action would be for students to create business logos, letterheads, company names, and products during the business ownership unit of the Business Foundations class.  By attending workshops and collaborating with peers, students could use software such as Microsoft Publisher and Photoshop to enhance their designs.  Students could also present their findings using presentation tools such as Microsoft PowerPoint or Prezi.  These skills could also be enhanced by staying abreast with the most effective digital tools and presentation skills.  By taking this, an action would be to model and facilitate effective use of current and emerging digital tools (ISTE, 2008).

            As I administer these processes, a goal is to provide summative and formative assessments throughout student learning experiences.  One of the best examples of formative assessments could be for students to compare their business logos with those of professional businesses in the community.  Guest speakers could come and speak with the students about “rules of advertisements” while sharing examples of their work.  I could discuss with students how their work is adding up, and this would also be a great way for me to monitor if I am utilizing the equipment effectively.  Hopefully this collaboration would also help to gain an excellent perspective on how to make changes in the future.

            After reaching these goals, the best way to evaluate whether these attempts were successful would be to observe the students’ work and feedback (Cennamo et al., 2009).  Teachers can gain excellent insight by reflecting over challenges and setbacks so that improvement can be possible.  With these setbacks, comes growth.  I also wish to compare students' grades after utilizing more creative opportunities with their grades before projects like these were instituted.  This comparison will give insight as to what needs to be changed in the future.  With all of these steps instilled, I hope to prove that teachers may benefit more by “trying something else.” 

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.

ISTE (2008). NETs-T. Retrieved from http://www.iste.org/standards/nets-for-teachers
Laureate Education, Inc. (Executive Producer). (2009b). Promoting Self-Directed Learning with Technology [Webcast]. Integrating technology across the content areas. Baltimore, MD:  Author.