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    Part 1: Identification of a Learning Problem

    General Audience

    The primary audience consists of certified high school literature teachers of grades 9 -12. The

    audience is varied by all ages, teaching experience and certification levels. The primary audience

    provides direct instruction to high school literature students.

    Problem Identification

    Our school recently received The Striving Readers Grant. This is a grant that focuses on

    advancing literacy skills for students including limited English proficient students and those with

    disabilities. Funds can be used to increase the effectiveness of literacy instruction through

    implementing research-based methods of improving classroom instruction and practice. One

    method that our school focused on is the implementation of Ipads. They used funds from this

    grant to purchase Ipad carts, each which contain a classroom set of Ipads. The objective of this

    purchase was to make technology readily available to teachers to incorporate in their classroom

    instruction.

    The next step our school took was piloting a program titled Bring Your Own Technology. This

    program allowed for teachers to volunteer to participate. The idea of the pilot was to allow

    students to bring their own personal technology to school to use in the classroom. The low

    number of volunteers to pilot the program led the administration to question what made the

    teachers reluctant.

    The apprehension of using these materials became apparent very quickly. It was obvious that

    only a small number of teachers felt confident incorporating technology in their classrooms; it

    was soon discovered that the majority of our staff felt uncomfortable incorporating tools, such as

    Ipads, into their instruction because of their limited general knowledge of how to use them

    productively.

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    Therefore, staff members need appropriate training on how to effectively incorporate this tool

    into their classroom instruction.

    Instructional Goals

    Teachers will be able to set up Ipads for classroom use.

    Teachers will be able to incorporate Quizlet in the classroom

    Teachers level of discomfort toward incorporating Ipads in the classroom will be

    minimized

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    Part II: Learner Analysis

    Introduction

    The targeted group of learners are high school literature teachers. These learners range in age

    from 28 to 45 with the average age being 32. These learners also range in education level in

    maintaining a Bachelors degree to a Masters degree. They also range in years of teaching

    experience with the average number of years being 15 years. Five of the seven teachers teach

    regular education, as well as inclusion/remediation classes. Four of the seven teachers teach

    regular education, as well as Honors/AP classes. The learners of this audience are made up of

    29% male and 71% female with 100% being White/non-Hispanic. The demographics of the

    learner analysis were obtained by using the school website and interviews. This school is located

    in Pierce County, which is considered a rural area and contains approximately 18,000 people.

    The average median income is $34,000. Because of the number of students that eat free and

    reduced lunch, this school has been labeled a Title I school. Due to receiving the Striving

    Readers Grant, this school received excess funds for technology. The school has purchased 4

    Ipad carts (containing class sets) that are available for teacher checkout. The school is also

    piloting a program titled BYOT (Bring Your Own Technology) to encourage students to bring

    their own technology (phone, Ipad, tablet, laptop) to incorporate in the classroom.

    Entry Characteristics

    Prerequisite skill and knowledge

    All can identify an Ipad

    All have knowledge of proper use of Ipads (storage, charging, etc)

    All know how to perform basic search engine function on Ipad

    All know proper use of Ipad Applications

    Prior Experience and Knowledge

    Although many have incorporated Ipads in the classroom, it was with minimal tools and

    programs. Very few, if any, have used them as a direct instructional teaching strategy. Very few

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    have used Ipads to create internet-based activities. For the most part, Ipads have been used as

    basic research type activities.

    Common Misconceptions

    The majority of teachers stated that they felt incorporating technology would be time

    consuming. Although it may take a little more time planning, the lessons will be more productive

    and time efficient in the classroom setting. Some teachers also stated that they felt they would

    lose the control of the lesson when incorporating technology due to the students misuse of the

    tool. Teachers also feared that there were not many tools on the Ipad that would be geared

    toward literature.

    Attitudes towards Content and Academic Motivation

    The majority of learners recognized that incorporation of Ipads in the classroom is a

    necessity for todays students. All of the teachers implied that they are comfortable using Ipads

    for basic personal use, but felt their skills of classroom usage needed to be stronger. They all

    stated the desire to learn more ways to incorporate this tool besides the basic internet

    search/research activities. 71% of the learners rated themselves as not understanding how to

    effectively incorporate Ipads in the classroom, 29% rated themselves as understanding how to

    effectively incorporate Ipad but needing additional help. These results were obtained through the

    use of a learner survey and learner interviews.

    Educational Ability Levels

    All teachers are certified teachers and are considered highly-qualified personnel. One of

    the seven teachers have obtained a Doctorates Degree, four of the seven have a Masters

    Degree, and two of the seven have a Bachelors Degree. One teacher is also certified inSpecial

    Education.

    General Learning Preferences

    The learners expressed interest in an on-line learning design. The liked the idea of online

    instruction due to time and other personal obligations.

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    Attitudes toward Teacher and School

    All learners expressed a deep respect and gratitude for the efforts the school and

    administration are taking to provide opportunities of incorporating technology into the

    classrooms. They stated that that the school provides a positive learning environment and

    actively encourages professional development among its staff. The majority of the learners stated

    that they felt the teacher of the online instruction is available for support and respect the efforts

    of incorporating Ipads into their curriculum.

    Group Characteristics

    All learners are certified teachers at the high school level in a school located in a rural area. This

    school has been labeled at a Title I school. These learners have a variety of job descriptions.

    Three of these teachers teach regular education, as well as inclusion. Four of these teachers teach

    regular education and honors/AP. This class was grouped based on the individuals content

    concentration. All teachers are literature teachers that range from 9 thgrade to 12thgrade. These

    learners are varied by age, ranging from mid-twenties to late forties.

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    Part III: Task Analysis

    Introduction

    I conducted the task analysis using a procedural analysis. I expect the learning to be procedural,

    so I started by creating a detailed outline of the steps required to perform each procedure in using

    the Ipad. To ensure I did not miss any steps, I opened the Quizlet app and walked through the

    task as I wrote them out. This prevented me from missing any key steps. I included the relevant

    procedures that are introduced to the learner in order for successful incorporation of the Ipad in a

    literature class.

    After I covered the procedures, I developed a new outline with my topic analysis. In this outline,

    I included all the knowledge that would be essential for the effective incorporation of the Ipad.

    The content identified in the topic analysis included facts (features of the Ipad), concepts (the

    concept that Ipads serve as means of differentiation), and principles (Ipad instructional tools can

    be created and shared with others).

    Significant attitudes discovered during the topic analysis include openness and collaboration.

    Openness is willingness to share with others, and collaboration is the willingness to work with

    colleagues to share ideas. Both of these are important in developing a productive digital

    community, in order to incorporate effective use of Ipads in the classroom. To that end, the topic

    analysis included information on the Ipads benefits and usefulness, to encourage teachers to

    embrace this technology application as beneficial as opposed to just another assignment.

    Task Analysis

    1.0Identify the benefits of Universal Learning Design

    1.1

    Identify the components of UDL

    2.0Identify reasons to incorporate the use of Ipads in the classroom

    2.1Technology achieves student engagement

    2.2Ipads provide ways to differentiate instruction

    2.2.1 Ipads accommodate all learning styles

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    2.2.2 Allows students to work through content at their own pace

    2.3Ipads allow for formal and informal assessment

    2.3.1 Instant feedback opportunity

    2.3.2 Instant assessment of students skills and understanding

    3.0Identify the safety precautions needed for incorporation of Ipads

    3.1Discuss needs for Acceptable Use Policy

    3.2

    Discuss various teacher approaches to monitor appropriate student participation

    4.0Turn on Ipad

    4.1Click on App store

    4.2Search Quizlet App

    4.3Click FREE to download app

    4.4

    Click OPEN

    5.0Create Quizlet account

    5.1Click SIGN UP

    5.2Type a username

    5.3Create a password

    5.4Confirm password

    5.5Type your birthday

    5.6Type your email address

    5.7

    Click Sign Up in top right corner

    5.7.1

    Troubleshooting with creating account

    5.7.2 Click okay in error message

    5.7.3 Repeat steps 1.7-1.12

    6.0Conduct a search for study tools

    6.1Click the search symbol

    6.2Type Mythology Gods and Goddesses in the search bar

    6.3

    Select the Greek Gods and Goddesses (12 terms) by kmh23

    7.0Choose type of activity

    7.1Click on Cards

    7.1.1 Click the speaker at the top to enable read-aloud feature

    7.1.2 Click on each card to have the term and definition read aloud

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    7.1.3 Click Back to return to activity selection

    7.2Click on Learn

    7.2.1 Click the speaker at the top to enable read-aloud feature

    7.2.2 Type the term that matches the definition

    7.2.3 Click Done to check your answer

    7.2.4 View answers unknown, mastered, and learned at the end of activity

    7.2.5

    Click Back to return to activity selection

    7.3Click on Match

    7.3.1 Click Start Game

    7.3.2 Click the term and definitions that match

    7.3.3 View your time of completion

    7.3.4

    Click Pay Again or Back to return to activity selection

    7.3.5 Click back to return to Quizlet Home

    8.0Create your own study sets

    8.1Click on the add sign (+)

    8.2Type a term

    8.3Click on the Definition portion of the card and type and type definition

    8.3.1 Choose English for Frequently chosen languages

    8.4Repeat steps 8.1 thru 8.3 until set is completed

    8.5

    Click Finish at top

    8.6

    Type set name

    8.7Choose to make visible to everyone

    8.8Click Save

    9.0Search collaborative partners set name to share

    9.1Repeat steps for 6.0 with appropriate set name

    Subject Matter Expert (SME)

    I (Kelly DeWeese) will serve as the SME for this instructional plan. My formal education

    consists of a bachelors degree in Early Elementary Education from Armstrong Atlantic State

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    University. I am currently pursuing a masters degree in Instructional Technology from Georgia

    Southern University.

    My primary qualification to serve as SME is my position as a literature teacher, as well as my

    involvement with the Bring Your Own Technology pilot program at my school and the Striving

    Readers Grant where incorporating technology is a major focus point. I am the only teacher that

    has incorporated extreme use of Ipads in the classroom in the Language Arts department. This

    instructional plan allows teachers to see incorporation of the Ipad in their own setting, and allows

    for practice in searching for readily available tools and creating original tools to add to their

    curriculum in order to create dynamic teaching strategies.

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    KA Part 4Instructional Objectives

    Terminal Objective 1:To identify the benefits of Universal Design for learning

    Enabling Objectives:

    1A. Define UDL

    1B. Identify the components of UDL

    Terminal Objective 2:To interpret reasons for teachers to incorporate Ipads to motivate student

    participation

    Enabling Objectives:

    2A. Identify the impact of Ipads on student engagement

    2B. Identify the benefits of technology based instruction as means for differentiation

    Terminal Objective 3:To identify the safety issues that affect high school student use of IpadsEnabling Objectives:

    3A. Define Acceptable Use Policy

    3B. Analyze ways the acceptable use policy impacts student use of Ipad

    3C. Distinguish between appropriate and inappropriate personal information

    3D. Compare and contrast different teacher approaches to monitor appropriate use of Ipad

    Terminal Objective 4:To set up a teacher account on Quizlet

    Enabling Objectives:

    4A. Create username and password

    4B. Conduct a search for study tools based on curriculum needs

    4C. Search and share collaborative sets

    Terminal Objective 5:To create, share, and search an original set based on curriculum needs

    Enabling Objectives:

    5A. Create a set of 12 terms

    5B. Name set appropriately

    5C. Save and share set

    5D. Search collaborative sets

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    Classification of Instructional Objectives

    Content Performance

    Recall Application

    Fact 1A, 1B, 1C, 3A

    Concept

    Principles 2A, 2B, 3B

    Procedure 3D 4A, 4B, 4C, 5A, 5B, 5C,

    5D

    Interpersonal

    Attitude 3C

    Relationship between Instructional Objectives and Standards

    Instructional Objectives TKES (Teacher Keys Effectiveness System)

    1, 1A, 1B

    4, 4A, 4B, 4C

    5, 5A, 5B, 5C, 5D

    Performance Standard 3:Instructional PlanningThe teacher promotes student learning by using research-basedinstructional strategies relevant to the content to engage studentsin active learning and to facilitate the students acquisition of keyknowledge and skills.

    4, 4A, 4B, 4C

    5, 5A, 5B, 5C, 5D

    Performance Standard 4:Differentiated Instruction

    The teacher challenges and supports each students learning byproviding appropriate content and developing skills which addressindividual learning differences.

    4, 4A, 4B, 4C

    5, 5A, 5B, 5C, 5D

    Performance Standard 5:Assessment StrategiesThe teacher systematically chooses a variety of diagnostic,formative, and summative assessment strategies and instrumentsthat are valid and appropriate for the content and studentpopulation.

    2, 2A, 2B

    4, 4A, 4B, 4C

    5, 5A, 5B, 5C, 5D

    Performance Standard 8:Academically ChallengingEnvironmentThe teacher creates a student-centered, academic environment in

    which teaching and learning occur at high levels and students areself-directed learners.

    3, 3A, 3B, 3C, 3D Performance Standard 10:CommunicationThe teacher communicated effectively with students, parents orguardians, district and school personnel, and other stakeholders inways that enhance student learning.

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    KA Part V

    Lesson 1: Universal Learning Design

    Objective 1: The student will identify the benefits of Universal Design for LearningObjective 1A: The student will define UDL

    Objective 1B: The student will identify the components of universal learning design

    Assessment: The student will create a brief presentation that identifies and components and

    benefits of UDL.

    UDL Principles: Learners are given multiple means of representation. Learners are given a

    choice in technology tools to respond with which optimizes individual choice and autonomy.

    Lesson 2: Why should we incorporate iPads in a literature classroom?

    Objective 2: The student will identify the benefits of iPad incorporation in a literature

    classroom.

    Objective 2A: The student will identify the impact of iPad on student engagement

    Objective 2B: The student will identify the benefits of technology based instruction as

    means for differentiation.

    Assessment: Students will construct an article response.

    UDL Principles: Learners are being given a choice in technology tools to respond with which

    optimizes individual choice and autonomy. Learners are given multiple means of expression.

    Lesson 3: Safety First

    Objective 3: The student will identify the safety precautions to take when incorporating of iPads

    Objective 3A: The student will identify need for an Acceptable Use Policy.

    Objective 3B: The student will analyze ways the acceptable use policy impacts student

    use of iPads.

    Objective 3C: The student will identify the components of an Acceptable Use Policy.

    Assessment: Students will answer the question: How does an Acceptable Use Poli cy aid in

    safety when incorporating iPads in the classroom and how can i t impact student use? Students

    will either write a paragraph or create a PowerPoint to answer the question.

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    UDL Principles: Students are given multiple means of representation and are given multiple

    means of expression by writing a paragraph or creating a PowerPoint.

    Lesson 4: Ready, Set Incorporate!

    Objective 4: The student will identify Quizlet as a valuable tool in incorporating the iPad into

    their classroom.

    Objective 4A: The student will set up an account on Quizlet.

    Assessment: The learners will add the screenshots to the iMovie application on the iPad to

    create a video.

    UDL Principles: The learner has been provided with multiple means of representation by using

    the iPad to help them complete the assignment. This activity allows the learner to illustrate their

    knowledge through multiple media. The learner will be given multiple means of engagement

    which will optimize relevance, value, and authenticity through the development of their own

    artifacts.

    Lesson 5: Create and Collaborate!

    Objective 5: The student will utilize Quizlet based on curriculum needs to incorporate the Ipad in

    the classroom.

    Objective 5A: The student will create a study set of 12 terms.

    Objective 5B: The student will search and share collaborative sets on Quizlet

    Assessment: The learners will add the screenshots to the iMovie application on the iPad to

    create a video.

    UDL Principles: The learner has been provided with multiple means of representation by using

    the iPad to help them complete the assignment. This activity allows the learner to illustrate their

    knowledge through multiple media. The learner will be given multiple means of engagement

    which will optimize relevance, value, and authenticity through the development of their own

    artifacts.

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    Assessment Examples

    Objective 1 Assessment

    Directions: You will create a brief presentation that addresses the following using an open-

    source web 2.0 tool of their choice.

    A definition of UDL in your own words

    List the essential components of UDL

    Give a clear example of a UDL principle/modification/differentiation that an

    instructor might apply in a lesson

    Grading Checklist

    Definition of UDL in your own words __________/5

    Essential components of UDL __________/10

    UDL example in lesson __________/10

    Total __________/25

    Example

    http://prezi.com/suqt47orsrun/?utm_campaign=share&utm_medium=copy

    Objective 2 Assessment

    Directions: Write a two paragraph summary of the article you chose. The first paragraph should

    give an overview of the article - a summary of its main points and ideas. The second paragraph

    should include your opinion and thoughts on the article. REMEMBER: Although you are

    http://prezi.com/suqt47orsrun/?utm_campaign=share&utm_medium=copyhttp://prezi.com/suqt47orsrun/?utm_campaign=share&utm_medium=copyhttp://prezi.com/suqt47orsrun/?utm_campaign=share&utm_medium=copy
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    sharing opinions, remember this is a formal assignment and as such, should be written in a

    professional tone. No contractions, casual language (ex. a lot, etc., abbreviations). Your paper

    should be saved as Word Docs or Word Docx. No other formats are acceptable. Please include a

    proper heading, 1 inch margins all around, 12 pt font, Times New Roman, 1.5 spacing between

    lines.

    Grading Rubric

    Article Response Assignment

    Student Name:_______________________

    Needs Improvement

    1

    Meets Expectations

    2

    Exceptional

    5Form Summary incomplete

    and/orspelling and grammarissues are distracting

    Summary written incomplete sentences,some issues withspelling and grammarare present

    Summary written incomplete sentences,correct spelling,punctuation andgrammar were used

    Completeness Paper missing keyideas.No examplesprovided.

    Paper addressed mostof the key ideas.Some examplesprovided.Or

    Paper addresses allkey ideas but noexamples areprovided.

    Paper addressed allkey ideas presentedin article. Clearexamples and factsfrom article are

    presented to supportkey points.

    Analysis Paper did not addresskey ideas writeragreed/disagreedwith.

    Paper addressed keyideas the writeragreed/disagreed withminimal details orsupport provided.

    Paper addressed keyideas the writeragreed/disagreedwith. Details andexamples supportviewpoint presented.

    Opinion Personal opinion is

    not clearly stated or isstated in a casual andnon-professionalmanner. Not enoughor missing details.

    Personal opinion

    about the topic ispresented howevernot supported.

    Personal opinion

    about the topic ispresented in aprofessional manner.Opinions are clearlysupported.

    Total 20

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    Article Response Example

    Article Summary 1

    Nominal Group Technique

    Kennedy, A. and Clinton, C. (2009). Identifying the professional development needs of early

    career teachers in Scotland using nominal group technique. Teacher Development, 13(1),

    29-41.

    The Learning and Teaching Scotland (the lead organization for curriculum development

    in Scotland) explores the continuing professional development (CPD) needs of teachers in

    Scotland in years 2-6 of their career. They do so by conducting a study by means of the nominal

    group technique (NGT). This paper explores the rationale for using NGT, reports on the data

    analysis, and provides a commentary on the benefits of using NGT for this particular project and

    as an overall group interview technique. Their goal was to gather data which would make sure

    that the subsequent national survey would be informed and relevant to the target population.

    Although individual interviews would provide the most detailed data, they were neither a timely

    nor costly effective method. Therefore, they felt the most suitable method would be group

    interviews. Knowing the disadvantages of group interviews, such as dominance of participants

    and/or lack of opportunity for less dominant participants, they felt the NGT structure would be a

    beneficial way to produce data. It does so by incorporating four phases: Independent generation

    of ideas in response to a stimulus question, Sharing (and listing) of these ideas in round-robin

    fashion with no discussion, Clarification of each individual idea and grouping of similar ideas

    together, and Individual voting to prioritize ideas. NGT identifies the shared views of a group on

    a specific topic where the researcher remains omniscient. One way that researchers proved the

    relevance of NGT was by comparing the outcomes with the subsequent national survey. The

    similarities between the two proved the validity of NGT. Therefore, NGT was deemed to be a

    successful. Concern did become apparent in relation to the question of consensus. However, if

    consensus means an informed agreement, then NGT still proves to be successful when paired

    with subsequent data gathering, which was done in this study with the national survey.

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    It is a difficult task to express my opinion of this article, for the technique these

    researchers used was completely new to me. I do, however, agree that the NGT was proven

    successful and valid. It is obvious that the NGT proved to be more cost effective and time

    efficient versus the route of individual interviews. In conducting such a study, it is also important

    that the representative group is relevant to the target population. This also proved to be true

    through the nominal group technique. Based on my personal experience in group-like settings, it

    is evident that some participants become dominant in the group. Therefore, I agree that it is

    important to take precaution to eliminate this in order to acquire true, relevant data. This type of

    sampling would be considered as probability. In this type of simple random sampling,

    participants were selected whereas any individual has an equal probability of being selected.

    This method of sampling proves that the selected individuals are representative of the target

    population.

    Objective 3 Assessment

    Directions: Students will answer the question: How does an Acceptable Use Poli cy aid in safety

    when incorporating iPads in the classroom and how can i t impact student use? Students will

    either write a paragraph or create a PowerPoint to answer the question. If you are writing a

    paragraph, be sure to include an introductory and concluding sentence, as well as specific

    examples of how an AUP will aid in safety and impact student use. You should have at least 7

    sentences.

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    Grading Rubric

    Acceptable Use Policy Reflection

    Paragraph/Rubric

    Student Name:________________________

    Advanced (3) Proficient (2) Emerging (1) Total

    Organization -strong topic sentence/slideaddresses prompt in highlyfocused way-varied and subtle transitionsenhance the flow of the piece-Strong conclusion revisitsmain idea-Thorough plan with usefuldetail (when required)

    -Topic sentence/slide focuses onprompt-reasons, details, facts directlyrelate to prompt-some transitions-conclusion simply restates mainidea

    -absent/unclear topicsentence/slide-reasons, details, facts do notrelate to prompt

    Content -high quality informationfocuses on the prompt inengaging ways-intriguing and/or compelling

    examples, evidence andexplanations-prompt/task fully developed

    -all information is accurate andfocused on task/topic-examples/explanations supporttopic

    -prompt/task developedconsistently

    -information sometimesrepeated and/or wanders fromprompt/task; may containinaccuracies

    -examples/explanations areincomplete; lacks detail-prom/task inconsistently ornot adequately developed

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    Objective 4 Assessment

    Directions: You will create a video using iMovie on the iPad of the steps for creating a new

    account on Quizlet.

    1. First, open the Quizlet application on the iPad and take screenshots of each step for

    creating a new account. Write down what you are doing, so you can add audio to the

    video.

    2.

    Once you have taken all the screenshots, you will open the iMovie application and

    choose movie. Then you will choose which movie template you want to use and then

    click on create movie.

    3. Next, you will add the screenshots to your movie.

    4. Now, you will add your voice to each screenshot in order to guide your audience in what

    you are doing.

    5. Last, you will add a title screen and an ending screen to the movie.

    Grading Rubric

    iMovie for Quizlet

    Student Name:_______________________

    Category 4 3 2 1

    Requirements All requirementsare met andexceeded

    Allrequirementsare met.

    One requirementwas notcompletely met.

    More than onerequirement wasnot completelymet.

    Screenshot

    (create

    account)

    At least 5 slideswereincorporated.

    At least 4 slideswereincorporated.

    At least 3 slideswereincorporated.

    2 or less slideswereincorporated.

    Oral

    Presentation

    Interesting, well-rehearsed with

    smooth deliverythat holdsaudienceattention.

    Relativelyinteresting,

    rehearsed with afairly smoothdelivery thatusually holdsaudienceattention.

    Delivery was notsmooth, but able

    to hold audienceattention most ofthe time.

    Delivery was notsmooth and did

    not holdaudienceattention.

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    Objective 5 Assessment

    Directions: Directions: You will create a video using iMovie on the iPad of the steps for

    searching and sharing study sets on Quizlet.

    1. First, open the Quizlet application on the iPad and take screenshots of each step for

    creating and naming a study set. Write down what you are doing, so you can add audio to

    the video.

    2.

    Next, take screenshots of how to conduct a search and share a study set. Write down what

    you are doing, so you can add audio to the video.

    3. Once you have taken all the screenshots, you will open the iMovie application and

    choose movie. Then you will choose which movie template you want to use and then

    click on create movie.

    4.

    Next, you will add the screenshots to your movie.

    5. Now, you will add your voice to each screenshot in order to guide your audience in what

    you are doing.

    6. Last, you will add a title screen and an ending screen to the movie.

    Grading Rubric

    iMovie for Quizlet

    Student Name:_______________________

    Category 4 3 2 1

    Requirements All requirementsare met andexceeded

    Allrequirementsare met.

    One requirementwas notcompletely met.

    More than onerequirement wasnot completelymet.

    Screenshot

    (create study

    set)

    At least 5 slideswereincorporated.

    At least 4 slideswereincorporated.

    At least 3 slideswereincorporated.

    2 or less slideswere incorporated.

    Screenshot(search and

    share)

    At least 5 slideswereincorporated.

    At least 4 slideswereincorporated.

    At least 3 slideswereincorporated.

    2 or less slideswere incorporated.

    Oral

    Presentation

    Interesting,well-rehearsedwith smoothdelivery thatholds audience

    Relativelyinteresting,rehearsed with afairly smoothdelivery that

    Delivery was notsmooth, but ableto hold audienceattention most ofthe time.

    Delivery was notsmooth and did nothold audienceattention.

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    attention. usually holdsaudienceattention.

    KA Part VI: Content Sequencing and Instructional Strategy

    Instructional Sequence

    Sequence Description Objective

    1 Identify the need for universal learning design 1

    2 Identify reasons for teachers to incorporate iPads 2

    3 Identify the safety issues that affect high school students use of iPads 3

    4 Identify Quizlet as a valuable resource in iPad incorporation 45 Create, search, and share a study set based on curriculum needs 5

    This sequence builds on concepts in a world-related order. The learner will proceed through the

    instruction just as the teacher would proceed through planning a lesson. This sequence also

    alternates reading and group discussion with hands-on activities to maintain high learner

    motivation and involvement. Finally, this sequence allows the learner to self-generate questions

    that most likely are addressed by the next step in the sequence.

    Lesson 1: Universal Learning Design

    Objective 1: The student will identify the components of Universal Design for Learning

    Objective 1A: The student will define UDL

    Objective 1B: The student will identify the benefits of universal learning design

    Initial Presentation: The students will read through and review the resources provided on

    Universal Design for Learning. Students are given multiple means of presentation.

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    Generative Strategy: Students will create a brief presentation that addresses the following using

    an open-source web 2.0 tool of their choice.

    A definition of UDL in their own words

    List the essential components of UDL

    Give a clear example of a UDL principle/modification/differentiation that an

    instructor might apply in a lesson

    Learners are given a choice in technology tools to respond with which optimizes individual

    choice and autonomy.

    Lesson 2: Why should we incorporate iPads in a literature classroom?

    Objective 2: The student will identify the benefits of iPad incorporation in a literature classroom.

    Objective 2A: The student will identify the impact of iPad on student engagement

    Objective 2B: The student will identify the benefits of technology based instruction as

    means for differentiation.

    Motivational Strategy: Students will post a short paragraph that states their opinion on

    integrating technology in the classroom using Voki. Students must give reasons to support theirpersonal experience and/or opinion. Learners are optimizing relevance, value, and authenticity

    through the development of their own artifacts.

    Initial Presentation: Students will read the article Student Test Scores Improved in an English

    Literature Course through the Use of Supportive Devices.

    Generative Strategy: Students will create a presentation that summarizes the article using a Web

    2.0 presentation of their choice. Learners are being given a choice in technology tools to respond

    with which optimizes individual choice and autonomy.

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    Lesson 3: Safety First

    Objective 3: The student will identify the safety precautions to take when incorporating of iPads

    Objective 3A: The student will identify need for an Acceptable Use Policy.

    Objective 3B: The student will analyze ways the acceptable use policy impacts student

    use of iPads.

    Objective 3C: The student will identify the components of an Acceptable Use Policy.

    Initial Presentation: The student will view the Acceptable Use Policy examples provided. The

    student will analyze the components in each policy and identify commonalities of each. Students

    are given multiple means of representation.

    Generative Strategy: Students will evaluate the Acceptable Use Policy provided by their district

    and reflect on how those policies impact instructional decisions they might make with the iPad

    through discussion board.

    Lesson 4: Ready, Set Incorporate!

    Objective 4: The student will identify Quizlet as a valuable tool in incorporating the iPad into

    their classroom.

    Objective 4A: The student will set up an account on Quizlet.

    Initial Presentation: Students will view the Quizlet presentations Part 1. This presentation will

    guide students through the required steps to set up a teacher account on Quizlet. Students are

    given multiple means of representation.

    Generative Strategy: Students will create their account and verify by posting their username on

    the discussion board. This will allow collaboration among the class once study sets are created.

    Learners are optimizing relevance, value, and authenticity through the development of their own

    artifacts.

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    Lesson 5: Create and Collaborate!

    Objective 5: The student will utilize Quizlet based on curriculum needs to incorporate the Ipad in

    the classroom..

    Objective 5A: The student will create a study set of 12 terms.

    Objective 5B: The student will search and share collaborative sets on Quizlet

    Initial Presentation: The students will view the Quizlet Presentations Part 2. This presentation

    will guided students step by step in how to create, search, and share a study set on Quizlet.

    Students are given multiple means of representation.

    Generative Strategy: Students will create a study set based on a unit from their curriculum. They

    will include at least 12 terms over the topic, save and share the set. Students are optimizing

    relevance, value, and authenticity through the development of their own artifacts.

    Reference List

    DiPietro, M. (2010) Virtual School Pedagogy: The Instructional practices of K-12 Virtual SchoolTeachers.J. Educational computing Research, 42(3), 327-354.

    Fadde, P. (2007). Instructional design for advanced learners: training recognition skills to hastenexpertise.Association for Educational Communications and Technology, 360-374.

    Kerr, S. Tips, Tools, and Techniques for Teaching in theOnline High School Classroom.TechTends, 55, 28-30

    Morra, T. & Reynolds, J. Universal design for learning: application for technology-enhancedlearning. The Journal of the Virginia community Colleges, 43-51.

    Morrison, G.R., Ross, S. M., Kalman, H.K. & Kemp, J.E. (2012).Designing effective instruction(7thedition). New York: John Wiley & Sons. ISBN-10: 1118359992.

    http://www.citationmachine.net/apa/cite-a-journalhttp://www.citationmachine.net/apa/cite-a-journalhttp://www.citationmachine.net/apa/cite-a-journal
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    KA Part VII: Design of Instruction

    Instructional

    Strategies

    Goals Objectives UDL Assessments

    Lesson 1:The student willexplore thecomponents andbenefits of UDL

    Explains theusefulness andcharacteristics ofuniversal designfor learning.

    1: Explain theusefulness ofuniversal designfor learning1A: Define UDL1B: Identify the

    components ofUDL

    Students aregiven multiplemeans ofrepresentation.Students aregiven a choice in

    technology toolsto respond withwhich optimizesindividual choiceand autonomy.

    The student willcreate a UDLpresentationusing a Web 2.0presentation toolof their choice.

    Lesson 2:The student willchoose an articleto read overimplementation oftechnology in the

    literatureclassroom.

    Implements thereasons forincorporatingIpads in theliteratureclassroom.

    2: Identify thereasons toincorporateIpads2A: identify theimpact of Ipads

    on studentengagement2B: identifybenefits oftechnologybased instruction

    Students areoptimizingrelevance, value,and authenticitythrough thedevelopment of

    their ownartifacts.

    The student willcreate asummarypresentation forthe requiredreading.

    Lesson 3:The student willcompare andcontrast a variety

    of Acceptable UsePolicies andevaluate the AUPfrom their owndistrict.

    Explains thecharacteristicsand usefulness ofa Acceptable Use

    Policy

    3: Identify safetyprecautions totake whenincorporating

    technology3A: Identify theneed for anAcceptable UsePolicy3B: Analyzeways anAcceptable Use

    Students aregiven multiplemeans ofrepresentation.

    Students aregiven multiplemeans ofexpression.

    The student willconstruct ananswer for thequestion How

    does anAcceptable UsePolicy aid insafety whenincorporatingiPads in theclassroom andhow can it

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    Policy impactsstudent use3C: Identifycomponents ofan Acceptable

    Use Policy

    impact studentuse? in aparagraph orPowerPoint.

    Lesson 4:The student willcreate a useraccount onQuizlet

    Implements onecomponent ofimplementingIpad

    4: Create a useraccount onQuizlet4A: Create ausername andpassword

    The students aregiven multiplemeans ofrepresentation.Students areoptimizingrelevance, value,and authenticitythrough thedevelopment of

    their ownartifacts.

    The student willcreate an iMoviewith screenshotsfrom thecreation of theirQuizlet accountwith audioincluded.

    Lesson 5:The student willcreate, search andshare study setson Quizlet

    Implements thesearch and sharecomponent ofQuizlet forincorporation ofIpad.

    5: Identifycurriculumneeds5A: conduct asearch and sharecollaborativesets

    Students aregiven multiplemeans ofrepresentation.Students areoptimizingrelevance, value,and authenticitythrough the

    development oftheir ownartifacts.

    The student willcreate an iMoviewith screenshotsfrom their searchand share withaudio included.

    KA Part VIII: Formative Evaluation Plan

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    Collection of Learner and SME Evaluation of Online Module

    A link will be given to each participant to complete a formative evaluation of this online module

    using Survey Monkey. Participants will be anonymous to the evaluator. Each participant will

    have a designated amount of time to complete the survey. The survey consists of a combination

    of a rating scale open-ended questions. Participants will be required to take the survey at the end

    of the module. The Subject Matter Expert (SME) will be asked to evaluate the online module

    before the module is made available to the students. The online module will be fully working in

    an online environment for the SME to use and evaluate appropriately. The SME will take an

    online survey usingSurvey Monkey.The survey will consist of a rating scale and open-ended

    questions. A link to the survey will be provided for the SME

    Subject Matter Expert Survey

    https://www.surveymonkey.com/s/5Q57B6B

    Learners Survey

    https://www.surveymonkey.com/s/5w26XHG

    http://www.surveymonkey.com/http://www.surveymonkey.com/https://www.surveymonkey.com/s/5Q57B6Bhttps://www.surveymonkey.com/s/5Q57B6Bhttps://www.surveymonkey.com/s/5w26XHGhttps://www.surveymonkey.com/s/5w26XHGhttps://www.surveymonkey.com/s/5w26XHGhttps://www.surveymonkey.com/s/5Q57B6Bhttp://www.surveymonkey.com/http://www.surveymonkey.com/http://www.surveymonkey.com/