GAME progress and the problem with problem

Thus far I have been able to locate sufficient information as needed for the portions of the GAME plan that I have worked on. Although more information is always welcome and will only make the process easier and produce a better curriculum map in the end. I believe the timeline I set for myself in the Action plan is very achievable and does not need modified at this point in time. I have completed a draft of my course outline and have added content as indicated in my Action plan.

One of the main uses of technology that I would like to include in my lesson and unit plans involves the creation of a class web site that includes applications for a calendar, wiki, and blogs. However, that idea has been strictly hypothetical due to the fact that I currently work only as a substitute teacher. I explored Moodle, but decided against using that site due to the fact that it requires the download and installation of software. I chose PB Works because it was not blocked by the school net nanny, and does not require any special software. Today I created an account and am currently exploring how to set up the wiki and calendar. I like that I have the option to add student users without them needing to register with email accounts. If any of my colleagues have used PB Works, I would appreciate any advice you have to offer.

The biggest concern I have at the moment is looking into next week and the Problem Based Learning lesson. I fear that as a teacher of foreign language, Problem Based Learning poses a unique challenge. The purpose of PBL is to encourage higher-order thinking. However, with only one or two academic years at the most of studying a second language, I do not foresee that my students will have the vocabulary skills necessary to express higher-order thinking in the target language. I predict a couple possible outcomes. One: students will become frustrated and quit because they lack the fluency to express themselves in the target language. Two: Students will use their native language (English) to communicate, therefore defeating the purpose of the target language. In order to overcome these challenges, I may need to lower the cognitive level of the problem to match the target language vocabulary level of the students or allow the use of native language. If I allow native language, I would need to limit class time spent on PBL lessons because the students will not be practicing target language, as required to meet the learning standards.

Planning an engaging FL course

The first step toward carrying out my action plan is to review the fifteen topics as identified by the NY State curriculum. I need to organize the topics in a logical sequence that will allow me to continually build upon previous lessons while incorporating new information to achieve higher levels of performance. Since I live in a rural area, and most potential teaching assignments would require that I teach multiple grade levels, I will next need to review the NY State Standards and performance levels expected at each check point. Keeping in mind best practices, I will then brainstorm, poll students, utilize colleagues, and search internet resources for activities and projects that address the topics at each of the checkpoints.

I could use assistance from you, my colleagues in locating and identifying activities and projects that are of interest to Jr. high school age students studying a foreign language. From your own experiences, or those of your local colleagues or students, what activities or projects might you suggest I include in developing my curriculum map and unit plans? What would students really like to create? What activities do they despise and why?

GAME plan for NETS-T

In this stage of my career, having not yet obtained a full-time position, The NETS-T indicators I would most like to strengthen are; 2 a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity, and 2 b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

G: my Goal. What I would like most for my own classroom is to break away from the textbook and photocopied worksheets and develop an entirely student-centered and technology rich curriculum, paperless even? I would like to walk into my first teaching position with the confidence of having outlined a curriculum map and organized all the unit plans necessary to complete the course in a logical sequence that allows students to continually build upon previous units in order to create more complex projects and products.

A: Action. In order to accomplish this goal I will pull form my student-teaching experience the practices of my mentor teacher whom I would most like to imitate and use this as my starting point. I will then examine the State curriculum, specifically the fifteen topics, and brainstorm new or use internet resources to locate ideas for project-based, technology-enriched learning activities which will address the content at a comprehension level appropriate for my students, as well as prepare them for their regional exams. Finally I will arrange the material in a logical manner and organize both unit and curriculum outlines.

M: Monitor. In order to accomplish this goal, I will need to set deadlines for completing portions of the task. An achievable work schedule might be to brainstorm one learning activity per week, and organize one unit every two or three weeks. Unless of course I actually get hired for a position; then I would need to accelerate the project.

E: Evaluate. I will need to set up a system to organize my ideas and materials. I prefer digital archives as they are easiest to modify and duplicate when necessary, and conserve space. I will also keep a journal to record personal thoughts on the progress toward my goal. I should set a date each month to reflect back on my journal and assess my progress. I can extend my learning by sharing my completed curriculum map with colleagues through a blog or web site where others are free to borrow or make suggestions to improve my work.