Until now, I had little knowledge of Cennamo, Ross, and Ertmer’s, GAME Plan (2009). The GAME plan involves setting goals, monitoring, and evaluation (Cennamo, 2009, p.134). Learning how to incorporate the ideas into my classroom has helped me to gain a new perspective on reaching goals that involve meeting the needs of various learners. In turn, this has boosted my confidence as a teacher. It is exciting to plan lessons using technology that will serve as an aide in customizing activities and assessment for various learner needs. In my language arts classroom, a few students require assistive technology in order to prepare their writing assignments. These students have an Individual Education Plan (IEP) that states that assistive technology must be made available to the student for writing assignments. The lesson I have prepared involves writing an informational essay. My students will use assistive technology in preparing their papers. At least three of my students struggle with writing for a variety of reasons, such as processing skills, decoding of words, and letter formation. According to Cennemo, the Universal Design for Learning (UDL) involves customizing and personalizing learning activities to meet the needs of individual learners (2009, p. 116). The technology that will be used provides a spell check system that is enhanced with audio sound to tell the student any words being misspelled. It also will make the words bigger and bolder and even suggest appropriate spelling. Using this technology helps to build a student’s confidence. In order to follow the GAME Plan, a teacher will want to monitor a student’s progress in using the technology (Cennamo, p. 134). In monitoring my students’ progress, I will want to ensure that the technology is being used in a way that best helps the student. If the student has visual impairments, then it is especially important that the technology’s audio is properly working and switched on. For students who struggle with hearing, it is important that the spell check and suggested correct spellings are displayed where the student can easily capture the important details. Designing learning and assessment that is tailored to meet the needs of individual learners is important to helping all students meet success. The GAME Plan is an excellent way for a teacher to plan, monitor, and evaluate the lessons and activities being used in the classroom. I plan to use the GAME Plan to help me better meet the individual learning needs of all my students. Using technology for assistive devices to aide struggling learners is a great way to engage students in the learning and providing them with greater opportunities to meet the goal for the lessons.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
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7 comments:
Linda to Alisha
It sounds like you have your GAME plan on track. As Dr. Ross suggest, “We need to identify our learning objectives and know where we are going, then determine how to get there” (Laureate Education, Inc. 2009). Our teaching methods and tools have to support our instruction, which you seem to be doing. Cennamo, Ross, and Ertmer (2009) also state, “All technologies are just tools that make some part of our lives simpler by capitalizing on our strengths and removing barriers” (p. 128). You are already using some good tools for your students with needs. A few more out there, if you can get them are telecommunication devices for the hearing impaired, text-to-speech software and auditory and reading trainers. With the 21st century skills, we can make learning for our students and ourselves so much more stimulating, something we get excited about doing, something that becomes life long.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009). Program seven. Assessing Student Learning with Technology [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
Linda to Alisha
It sounds like you have your GAME plan on track. As Dr. Ross suggest, “We need to identify our learning objectives and know where we are going, then determine how to get there” (Laureate Education, Inc. 2009). Our teaching methods and tools have to support our instruction, which you seem to be doing. Cennamo, Ross, and Ertmer (2009) also state, “All technologies are just tools that make some part of our lives simpler by capitalizing on our strengths and removing barriers” (p. 128). You are already using some good tools for your students with needs. A few more out there, if you can get them are telecommunication devices for the hearing impaired, text-to-speech software and auditory and reading trainers. With the 21st century skills, we can make learning for our students and ourselves so much more stimulating, something we get excited about doing, something that becomes life long.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009). Program seven. Assessing Student Learning with Technology [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
It sounds like you have your GAME plan on track. As Dr. Ross suggest, “We need to identify our learning objectives and know where we are going, then determine how to get there” (Laureate Education, Inc. 2009). Our teaching methods and tools have to support our instruction, which you seem to be doing. Cennamo, Ross, and Ertmer (2009) also state, “All technologies are just tools that make some part of our lives simpler by capitalizing on our strengths and removing barriers” (p. 128). You are already using some good tools for your students with needs. A few more out there, if you can get them are telecommunication devices for the hearing impaired, text-to-speech software and auditory and reading trainers. With the 21st century skills, we can make learning for our students and ourselves so much more stimulating, something we get excited about doing, something that becomes life long.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009). Program seven. Assessing Student Learning with Technology [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
It sounds like you have your GAME plan on track. As Dr. Ross suggest, “We need to identify our learning objectives and know where we are going, then determine how to get there” (Laureate Education, Inc. 2009). Our teaching methods and tools have to support our instruction, which you seem to be doing. Cennamo, Ross, and Ertmer (2009) also state, “All technologies are just tools that make some part of our lives simpler by capitalizing on our strengths and removing barriers” (p. 128). You are already using some good tools for your students with needs. A few more out there, if you can get them are telecommunication devices for the hearing impaired, text-to-speech software and auditory and reading trainers. With the 21st century skills, we can make learning for our students and ourselves so much more stimulating, something we get excited about doing, something that becomes life long.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009). Program seven. Assessing Student Learning with Technology [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
You mentioned the use of assistive technology to help students with special needs. Have you considered allowing any student to also utilize the audio options? I have found that many of my students who have ADD or ADHD also benefit from the use of audio technology and ear buds. The additional sensory component seems to help them focus more on the task at hand, rather than what other students may be doing around them. Personally, I allow my students to listen to music through ear buds while typing. Many of them perform better with the ear buds and are less distracted. Of course, this is dependent on your school’s policy concerning electronic devices. I can clearly identify with the students who become distracted by the sound of everyone typing at once and benefit from music. While it may not work for all, it may benefit those who struggle to concentrate.
Absolutely, I agree with you that many of these devices can help educators meet the needs of a variety of students.
Cennamo, Ross, and Ertmer, state that "students in a language arts classroom can use a variety of technology supported tools to create print and non-print works" (2009, p. 198). Digital storytelling can meet a variety of needs for many learners. One of my favorite is that students who have difficulty with written expression can create their stories through digital storytelling. They can also playback their work to listen for their own reading fluency. I have one student with autism who finds it challenging to sit down and write, but he can read aloud well. This is a perfect tool for getting him to write a story. Later, he could write a summary of his story, which would get him to meet the standards for writing, yet minimize the written work, according to this IEP. Excellemt point you have made.
Alisha to Linda
Absolutely, I agree with you that many of these devices can help educators meet the needs of a variety of students.
Cennamo, Ross, and Ertmer, state that "students in a language arts classroom can use a variety of technology supported tools to create print and non-print works" (2009, p. 198). Digital storytelling can meet a variety of needs for many learners. One of my favorite is that students who have difficulty with written expression can create their stories through digital storytelling. They can also playback their work to listen for their own reading fluency. I have one student with autism who finds it challenging to sit down and write, but he can read aloud well. This is a perfect tool for getting him to write a story. Later, he could write a summary of his story, which would get him to meet the standards for writing, yet minimize the written work, according to this IEP. Excellemt point you have made.
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