In the progression of my GAME Plan in EDUC 6713, I have reflected upon the following questions as they guide me in completing the necessary tasks for the course.
-How effective were your actions in helping you meet your goals?
One of my goals was to learn new assessment tools to use in the classroom that will measure another dimension of my students' learning. By using more open-ended short answer questioning within my laboratory reports that I newly expect of my students, I realize that the students are further challenged by demanding a higher ordered level of intelligence as they explain their answers.
-What have you learned so far that you can apply in you instructional practice?
So far I have learned how to diversify my instruction so that I realize how to reach the needs of not just the general student within my courses but the exceptional student that required individualized instruction.
-What do you still have to learn? What new questions have arisen?
As I have discussed in previous blog entries, I do notice that a digital storyboard activity is a necessary component of our GAME plans. I am critical and pessimistic that my current plan will not be conducive for the students to use one in their projects. I am interested in learning how to use such a tool in my classes and what projects would be best geared in using such resources as a component of the project assessment.
-How will you adjust your plan to fit your needs?
In the future I do have strong intentions to use a different problem based learning activity that is more conducive to using a digital storyboard program and software. As much as I love the alternative energy project that I proposed in the past, it is my intuition that there might be another activity and unit plan that will better fit the needs of this course. I am highly contemplating switching the GAME plan to the forensic mystery of the softball pitcher's death due to electro-static activity.
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You mentioned that you are using more open-ended questions for your lab reports. What does your administration feel about this? My team and I were actually using a version of our math tests which required students to complete the problem solving and give their own answer with no choices available. It was quite difficult for our students and we thought that it was a good practice. Our administration has since asked us to use multiple choice tests with difficult questions and choices. Their reasoning is that the state test is given in multiple choice form with many distrators. We have complied with their request, but we still have questions about whether we are cheating them a little by not making them think all the way through their questions and problem solving. I am just interested to learn what other districts say about this?
ReplyDeleteAlecia, I'm curious about what type of 'open-ended' questions you are referring to in your message. For me my open-ended questions require the students to explain in words, graphs, pictures, and/or equations the concepts that the class absorbs in any given unit of study. It's important that the students are exposed to a multitude of different assessment types and it's unfortunate that your administration frowns on using anything besides multiple choice format.
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