Although my original game plan has changed, My initial actions have applied in the same way. When I first started my GAME Plan, I was focused so much more on how it affected my students and what I had to have my students do. I have since changed my thinking to: what do I, as an educator, need to do differently.
· How effective were your actions in helping you meet your goals?
My actions got me started in the right direction I suppose. The more I involved myself in the process I found myself heading in other directions. I started this entire process with the school of thought; how can I create something for my students. I ended up by asking myself, what changes do I need to make to make this successful in my classroom. I have learned that I am the one that needs to make the changes, rather than my students.
· What new questions have arisen?
I always have the same old feeling of, “the more I know, the less I understand,” when undertaking new concepts and ideas. I do, however, feel that I have a much better handle on how to implement problem based learning into my classroom.
· How will you adjust your plan to fit your current needs?
The main think I have needed to adjust is making the transition from information giver to facilitator. Make this transition seems easy, however, it completely reverses all the instructional methods I have learned in my education classes. Dr. Peggy Etmer states that, “recognition and acceptance of new roles and responsibilities,” is a vital key to making the adjustment as an educator, (Ertmer, Simons, 2006). Identifying the new roles to fascilitate problem-based learning and accepting them is necessary for make this work in the classroom.
Thanks for taking the time to read my blog. As always I encourage your input, comments, and suggestions.
Thanks
Paul
Resources
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54.
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Paul,
ReplyDeleteYou are so right. In college all that we were taught was to be information givers especially in the late 70's when I was in college. I am also desperately trying to make the transition from information giver to facilitator. I am trying to guide more than lead. As I incorporate more project-based activities to teach content and especially when technology is being employed, I am finding that I am making that transition with more ease. It sounds like you are well on your way to meeting the goals in your Game Plan. Good Luck to you.
Kristin
Hi Paul,
ReplyDeleteOne of the hardest things about being a facilitator, and allowing students to guide their own learning, is how it can change the atmosphere in your classroom. Just the other day a colleague dropped into my room, during a cooperative learning activity, and was appalled at the activity and noise level, and wanted to know how I got anything done. He had totally missed the point - the students were getting things done, and enjoying the process I might add. As noted in this week's video resources, turning control of your classroom over to pupils can prove to be quite a challenge. Best wishes!
Monica
Reference
Laureate Education, Inc. (Executive Producer). (2008). Program number nine. Integrating Technology Across the Content Areas [Motion picture]. Spotlight on Technology: Problem Based Learning, Part II. Baltimore: Author.