Reflection

As I reflect on this course, I think of the GAME plan format that we learned (Cennamo, Ross, & Ertmer, 2009). This plan will be something that I continue to use throughout my teaching. These lessons are built in such a way as to include everything I need for teaching. I will continue to have a back- up plan, rubrics and assessment goals. I will continue to list what I need to do prior to the lesson and also things I will need to execute the lesson (Cennamo, Ross, & Ertmer, 2009). I can keep these in a binder for future reference, reflection and adjustment.
The GAME plan that I focused on included graphing standards from my content area, mathematics. It focused on graphing and collecting data. The lessons I planned were project centered (Cennamo, Ross, & Ertmer, 2009), which is the method I enjoy most. It also included relevant topics for the students. Focusing on relevant topics always promotes enthusiasm and motivation in my students (Laureate Education, Inc. 2010d). Many teachers at my school continue to teach primarily through lecture, notes, power points and worksheets. Very few participate in project based, student centered learning. Students seem to really enjoy project learning and they seem to learn at a deeper level (Cennamo, Ross, & Ertmer,2009).
The first lesson I created developed around the tornado that Joplin, Missouri endured. We will collect money to send to Joplin for school supplies. My students wanted to make sure that Joplin received as much of the money as possible and did not waste money on such things as shipping. We researched, compared, graphed and evaluated different ways to get school supplies to those students. We finally decided to send the money directly to a school district in Joplin that had a website in which you could donate (Joplin Bright Futures Connections for Success, 2010). This site creator was personally known by our superintendent. They use all the money to provide for students. They purchase in bulk backpacks and school supplies, which is a wise use of the money. They fill the backpacks and deliver them to those who need them.
The next lesson focused on the lunch menus our cafeteria has. We will research, graph, evaluate and make recommendations based on our research. We will use social networking in this project to deliver surveys. Students will also contact the food service director to get information about meal regulations and prices.
My third lesson is a digital story of the previous lesson students (Laureate Education, Inc. 2010c). This will be used to present some new ideas to the kitchen staff about what students would like to have offered for lunch. This will be presented to the food service coordinator at the end of the unit.
One adjustment I made in my plan was to go back to lesson two and insert the use of a camera to take photos of the lunches we are offered students (Laureate Education, Inc. 2010b). This will make the digital storytelling more appealing. Including visuals increases interest and learning for many students (Laureate Education, Inc. 2010a). Also, our kitchen coordinator works hard to create meals the students will like. She is constantly surveying and asking for ideas. This year she implemented a new program in which she purchased a few items that most students in our area have not tasted before, such as kumquats and star fruit. She had these items available for tasting. The students really seemed to enjoy this program. I am hoping she will use our class as a way to get the information she desires, using my students to do the work for her.
The GAME plan really helped me stay organized and focused. I will continue to use this format as I plan lessons for the upcoming year. It also demonstrated how to incorporate new technologies and programs. This will be very important as more and more states are requiring schools to incorporate technology and computers in their standards. Missouri has technology standards written for kindergarten through twelfth grade, but they have not made them mandatory, yet. I am sure that will be coming in the near future, and having this GAME plan in place will enable me to share what I have learned with other teachers to make that transition easier.
 
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.
Joplin Bright Futures Connections for Success. (2010). Retrieved on August 12, 2011 from http://brightfuturesjoplin.org/adopt-an-eagle
Laureate Education, Inc. (Executive Producer). (2010a). Program Five., Meeting Students’ Needs With Technology, Part 1. [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program thirteen. Spotlight on Technology: Digital Storytelling, Part 2. [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010c). Program twelve. Spotlight on Technology: Digital Storytelling, Part 1. [Webcast]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010d). Program two. Promoting Creative

Thinking With Technology. [Webcast]. Integrating Technology Across the Content

Areas. Baltimore, MD: Author.