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GAME Plan

The GAME plan format (Goals, Actions, Monitoring and Evaluation) provides a structure for unveiling the crucial elements of lesson planning and execution (Cennamo, Ross, & Ertmer, 2009).  This acronymic outline, subsumed as part of a problem-based activity, provides for other particulars related to successful pedagogy as well. These include standards-aligned objectives, student selected procedures, a spectrum of monitoring and meta cognitive strategies, as well as an assortment of assessments that complement and clarify all of the above.

In addition, this framework encourages the educator to establish reasonable timelines, prepare relevant materials (including technological hardware and software) and develop contingency plans in case of electronic glitches. Next, it behooves the educator to develop focus questions, offer continuous and timely feedback, and keep the learners centered on the content as well as the activity. Finally, we are inspirited to reflect on how the activity is proceding and ultimately how it went.  These steps are important constituents in improving the lesson as it develops in real time, or perhaps reconstructing it after its conclusion.
GAME plans can be easily transported to the classroom. By correlating these blueprints to a K-W-H-L chart students can develop individual goals, discuss strategies to achieve these objectives, and review monitoring devices including checklists, peer- and self-assessments and meta-cognitive reflections. In addition, by cooperatively creating evaluation rubrics with the teacher, as well as perusing model products, pupils are privy to the anticipated quality of their work before they commence. 

Technology is a valuable extender and supporter of learning.  As such, it offers many options to the learner.  Within its multi-sensory forums, the students’ idiosyncratic learning preferences can be optimally tapped into (Eagleton & Dobbler, 2007).. Student choice, with the accompanying spike in engagement, is a built-in component of technology enhanced instruction (Eagleton & Dobbler, 2007).  Moreover, when calibrated as an adjunct to problem-based instruction the whole is greater than the sum of its parts.  This latter context features relevant, real world problems to be solved. Here, the correlating, open-ended question or problem encourages both critical thinking, as well as self-directed learning (Laureate Education, 2012).  Additionally, technology provides a tailor-made platform not only for research but for displaying the results using video, audio and written narrations.  In complementary fashion, tech tools facilitate cooperation and collaboration with their “anytime, anywhere” format. Students can plan projects, address quandaries, or synchronize their efforts well beyond the confines and timeframes of the schoolhouse (Cennamo et al, 2009). Technology also offers a window on the world in allowing students to disperse their learning (via blogs, e-pals, e-mails, wikis, etc) to an enthusiastic global audience of their peers.

In this new literacy milieu, digital storytelling is another compelling player.  To be successful at digital storytelling, the students must first comprehend the content of the lesson. Next, they will personalize the content and then select a digital means (voice threads, podcasts, blogs, video casting, etc.) to express their understanding and point of view.  Here, they will exploit their learning strengths and media capabilities by creating  products with photos, videos, music, as well as written and/ or verbal narration (Cennamo et al, 2009).   They will also establish objectives, initiate  action (such as developing a script through storyboarding) , practice social skills, monitor their progress, and assess and disseminate the finished product (Cennamo et al, 2009). Importantly, in this context, learners critique their written products as well as oral reading skills (Cennamo et al, 2009).

In conclusion, problem-based learning, undergirded by state-mandated standards, and supported with tech tool adjuncts, amplifies the students’ critical thinking, and collaboration skills (Cennamo et al, 2009).  In this climate engagement with the material flourishes as students create products aligned to their learning strengths and preferences. The GAME plan, used in conjunction with the aforementioned designs, prepares the constituents for success as it sequences as well as facilitates the knowledge building. Together, these components promote twenty-first century skills that today’s young learners will find particularly useful as they one day enter the workforce.  

                                             References
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.
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for Internet inquiry. New
York, NY: The Guilford Press.
Laureate Education, Inc. (Producer). (2012) [Motion picture]. “Spotlight on Technology: Digital
Storytelling.” Baltimore: Abrams, A.

 

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