Wednesday, 19 September 2012

Carrying Out My Game Plan

Last week in My Personal Game Plan, I stated that I would like a deeper understand in the following standards;

Standard 1: Facilitate and Inspire Students Learning and Creativity, with an emphasis on indicator b, “engaging students in exploring real-world issues and solving authentic problems using digital tools and resources,” (NETS-T, 2012).

In order to achieve this goal, I approached a few of my peers in both the mathematics and science department, to see how they have used authentic real-world issues in their classroom.  My science peers were most helpful at this since they have been doing more hands-on instruction with the use of technology, with assistance from my peers I steered towards Project-based learning, Learning-by-design, and Problem-based-inquiry.  This moved me to look back on a previous course EDUC 6711, where I was previously introduced to these different types of learning strategies.   I visited the following website Emerging Perspectives on Learning, Teaching and Technology this website provided me with articles and scenarios of how to implement these on different strategies.  After reading these articles, I realized that there are many ways in which I could incorporate project-based learning into my curriculum.  I also decided on using voicethreads for carrying out this task.  As stated by Ross, technology provides us (teachers) with a venue to reach many more students than we were able to reach with print and analog (Laureate Education Inc. 2009).

I decided to show my students my voicethread, and get them familiarized with this technology tool.  I have also secured space in the computer lab to have them sign up for this tool.

Standards 2: Design and Develop Digital Age Learning Experiences and Assessments, with an emphasis on indicator c, “customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources,” (NETS-T, 2012).

This week’s learning resources has provided me with many ideas on how to achieve this goal.  By implementing the universal design for learning (UDL) framework, I am able to develop flexible curricular which will provide my students with multiple ways of assessing content, multiple means for expressing what they learn, and multiple pathways for engaging their interest and motivation (Howard, 2004, p. 26). I have decided to give students access to our online text, where they are able to review the materials and view the different tutorials available for the lesson.  I have also decided to provide students with the “student works” CD which will supply students with all the worksheets we will be utilizing in class.  While reading this week’s resources I understand that I will also have to develop a drop box on my computer in order to store student’s assignments. 

With the aid of our technology coordinator, I will be able to burn the “student works” CD, and develop a student drop-box. The steps I have taken for reaching this goal, is looking over each students data, to see which ones have IEP and to familiarize myself with their disabilities. 


Howard, K. L. (2004).  Universal design for learning: meeting the needs of all students. Learning and Leading with Technology, 31(5), 26-29. Retrieved from the ERIC database.

International Society for Technology in Education. (2008).  National education standards for teachers (NETS-T). Retrieved September 10, 2012, from:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.  Retrieved September 17, 2012 from


  1. I really like reading your post. I also teach math and find it hard some time to implement a lot of authentic problem based lesson. By authentic based I mean where students are solving a problem that exist in our community. I also find it really hard to implement a lot of these projects because they take so much time and with 6th grade CCGPS standards we don’t have a lot of time on each standard. So, I really like the website you reference in your post. I know in my class to help develop inquiry skills, I will incorporate it in stations. I will have about 5 stations. Four of the five stations are helping develop skills that would be used in the inquiry based station. At I would be working mostly with the inquiry based station which would be a scenario with a problem that student would need to solve. I have found this to work well, because students can work successfully at the other stations and you can spend more individual time helping students develop 21st century when you have a group of five. I think towards the end of the year whens students have developed 21st and inquiry skills incorporating more inquiry based stations.

  2. VoiceThread is a great starting point to use with your students. I have used VoiceThread in the past and it is a great way to share audio, pictures, and videos with students. I think student engagement and participation will increase with the use of this tool. In a previous course, one of my peers created a VoiceThread video to engage students in a problem-based learning activity. It was almost like a commercial!

    As for your second goal, if you make a classroom website, or already have one, you should be able to upload your materials onto it for your students. For example, instead of creating a cd and student drop-box, you can upload it to your website and have it available for all your students. On my website, I have all the PowerPoints I use, video tutorials, and access to the textbook available for my students. It is extremely helpful for any students who miss a day of school, along with being a great resource for struggling students!

    Thanks for sharing!

    1. Daniell,

      Last year when I used voicethread it worked wonders in my classroom, my students were so engaged and motivated. I was able to see them in a different light. I really appreciate how voicethread allows my students to collaborate outside of the classroom.

      I am definitely looking into using Edmodo again this year, but I am not sure how I will upload the text. However, our technology coordinator will be able to assist me in that area. My biggest concern is that most of my students do not have access to the internet. However, that is another bridge we'll have to cross.

      Thanks for your suggestions, I will definitely be looking into them

  3. It does not surprise you that the science department provided some real world examples. What surprised me is that I have never considered collaborating with the math department on data analysis. Especially at the beginning of the year I know the math department works on graphing, formulas for the graphs, and describing what is happening. I had never considered trying to see if we could work our data analysis in as a piece of this. However, it may be an interesting way for students to see how the data they take turns into the physics formulas they use and vice versa. It also extends the amount of support the students receive on the data analysis end. While I realize that you did not suggest this type of activity specifically. It is something that could grow out of a cross curricular instruction. Thanks for the inspiration.