EDUC 6713 - Carrying out the GAME plan

Carrying Out the GAME Plan (EDUC 6713)


The GAME plan is a four step process for self-directed learning. The process begins by setting goals, then taking action to meet those goals, monitoring the progress toward achieving the goals, evaluating whether the goals were achieved and extending the learning to new situations (Cennamo, Ross, and Ertmer, 2009, p. 3). After setting up a framework last week concerning how I would develop a GAME plan on two indicators from the National Education Standards for Teachers (NETS-T), this week requirements involve carrying the plan to its next level by taking action.


After reviewing my GAME plan, the resources I will need include researching different authentic learning strategies via the web. Likewise, I will review the current and previous Walden University course work that includes authentic learning strategies.


At this point I have created a portfolio with the power standards as they are taught in the curriculum map. Here, I will begin to write different authentic learning strategies for the first power standard I will be addressing during the first few weeks of school. The concept encompasses number, number sense, in the area of place value. The portfolio doesn’t seem to be as organized as I would like in its appearance. I am thinking about have different sections for each power standards. The sections will be labeled according to the multiple intelligences by Howard Gardner (Wikipedia, 2011).


While progressing through this experience I need to remember to take into account the low tech technology I already have knowledge of and access to at this time (Wahl & Duffield, 2005, p. 2). This technology will be integrated with the new technology and then matched with a multiple intelligence that allows for its optimal usage.


As I take action on my GAME plans, Cennamo, Ross, and Ertmer (2009, p.4) noted that researching online or in books, asking others, or taking classes is a valid approach and “encourages lifelong learning journey”. Establishing the framework last week provided a simple beginning. Now, actively taking action is where the learning is set in motion.

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved July 6, 2011, from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Wahl, L., & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. Retrieved July 11, 2011 from http://www.wested.org/online_pubs/kn-05-01.pdf

Wikipedia. (2011). Theory of multiple intelligence. Retrieved July 11, 2011 from http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences#The_multiple_intelligences