Part I: Identification of Learning Problem

General Audience
Theprimaryaudienceconsistsofhighschoolstudentsagesfourteenthrougheighteen,in
BusinessandTechnology,anewercoursethatbeganbeingofferedinthe20132014schoolyear.
Theprimaryaudienceistobetaughtandgainknowledgefromawidevarietyofbusinesstopics
rangingfromLeadershiptoMarketing.Thelargerangeoftopicsinthecourseallowsfor
studentstobeexposedtoanumberofdifferentareasofbusinesssothattheycandecideupon
whichareathattheywouldliketofocus.Alsoifthestudentsweretotransfertoanotherschool
systemthecourseworkwouldhavethesamelookandfeelbecauseofstandardization
throughoutthestateandnationfollowingCommonCoreprinciples.
Problem Identification
The field of education is currently in a transition phase. Cisco Systems Inc. predicts that in the
next 6 years there will be more devices connected to the internet, than actual individuals online.
This movement towards a more technological world is occurring in and out of the classroom.
With the push towards more technology, we as educators must equip ourselves with the
necessary skills to prepare our students for the digital future that is already upon us.
The demand for computer scientists and technical professionals is expected to grow 34% by
2018 (Shein, 2014 pg. 16). The voices of those in support of incorporating more computer
science skills into our education is growing with individuals like Mak Zukerberg (Facebook)
calling for young people to learn coding and programing now so that they can be ready for the
future.
As it stands now, there are only 9 states in the United States that count some sort of computer
science course towards high school graduation. Only 2% of students study computer programing
(Patrovi, 2013) and the gap must be closed in order for our students to be prepared for the
competitive digital future that lies ahead.
Through this online course, students can begin to learn the basics of computer science and
programming. Through this, we may begin to implement much needed computer science training
that will soon dominate our job markets.
Instructional Goals

Users will be able to understand and interpret basic HTML syntax

Users will be able to interpret tags, elements, and attributes to effectively create a
webpage.
Users will be able to create a basic webpage with teacher assistance.
Users will be able to create a basic webpage with no teacher assistance.

Part II: Learner Analysis

Introduction
Thelearnersinthis9thto12thgradeclassaremadeupof41%girlsand59%boys,18%Hispanic,
81%Black/nonHispanic,and1%Asian.60%ofstudentsarelabeledaseconomically
disadvantaged,andonly5%arestudentswithdisabilities.Theinformationforthislearner
analysiswasobtainedbyusingtheGeorgiaDepartmentofEducationWebsite.TheGDoE
(GeorgiaDepartmentofEducation)alsoprovidesdemographicsofstudentsthroughouttheentire
school.InfiniteCampus,whichistheschoolsdatabaseofallstudents,wasalsousedtoaccess
necessaryinformationforthisanalysissuchasethnicityanddisabilities(forthosewhomthis
pliedto).Teacherobservationswerealsoconductedinanattemptthegaininformationforthe
learneranalysis.
EntryCharacteristics:
Prerequisiteskill&knowledge:
Basicdigitalliteracy.
Keyboardingskillsofatleast3040wpm.
Abletoaccessandnavigateadesktopcomputer.
Abilitytoaccesstheinternetoutsideofschoolforadditionalreinforcement.
Mostlearnershavelittletonoexperiencewithworkingthroughonlinecourses.
Mostlearnershavelittletonoexperiencewithanymarkuplanguage.
PriorExperience:
Understandthatcodingdealswithcomputers
Recognizethetermscodingandhtml
Somehaveattemptedtowritecode.
Everystudenthasheardofthetermcoding,however,theirknowledgeislimitedtothingsthat
theyhaveseenontelevisionorinfilms.Only4%ofthestudentshaveactuallyattemptedtowrite
alineofcode.Manyalsohavenoclueastohowcodingtranslatesintoanonlineexperiencefor
theenduser.
AttitudestowardContentandAcademicMotivation
Whenasked,87%ofstudentsagreedthattheirpreviousexposuretoHTMLdidnotteachthem
aboutitspracticalapplication.Despiteminimalunderstanding,studentsseemedtorecognizethe
importanceoftheanalysis,andclearlyarticulatedthatcodingwouldcontinuetobecomemore
importantinthefuture.Whenaskedabouttheircomfortlevel,thedataanalysisshowedthatover
90%ofstudentsratedthemselvesasfeelingasthoughtheygainedimportantknowledgefromthe

course.Theseresultsweregatheredthroughtheuseofasurvey,whichwasadministeredatthe
endofthecourse.

GeneralLearningPreference
Studentsexpressedpreferencetomodelingthedesiredskillasopposedtoalecturebasedformat
forlearningHTML.TheypreferredtolearnhowHTMLelementsworkedbyimplementingthem
asopposedtolearningthetheorybehindtheelements.Thisinformationwasgatheredthrough
teacherinterviews.
AttitudetowardsTeachersandSchool
Studentsexpressedsenseofrespectfortheirinstructorbutdidnotunderstandorappreciatethe
timeandworkthatgoesintocreatingmaterialsandlessons.Manyofthestudentsexpressed
mixedfeelingsaboutattendingtheschool.Theylikedthesenseofcommunitythattheyfeltfrom
theschool,butdidnotagreewiththewayadministrationdoesthings.
Commonerrorsmadebynovicelearners:
StudentsusingMicrosoftWordtowritetheirHTML
Studentsviewtechnologyasdifficultandhardtounderstand.
Studentsdonothavehighlisteningandcriticalthinkingskills.
StudentshaveneversetupanHTMLdocument.
PotentialMisconceptions

StudentsdonotunderstandtheneedforHTMLandothercodinglanguages.
Studentswilllearntheimportanceofcoding.
Onemustreaddirectionscarefullyastonotkeyanywronginformation.

GroupCharacteristics
TheschoolislocatedsouthofAtlantainJonesboro,GAwherethemedianincomeisbelowthe
nationalaverage.About85%ofthestudentsattendingtheschoolreceivefreeorreducelunch,
whichqualifiestheirasaTitleIschool.Morethan50%ofstudentsarelivingwithonlyone
fraternalparent.ThevastmajorityofthelearnersareAfricanAmericanorHispanic.

Part III: Task Analysis

For my task analysis I thought it would be most beneficial to use both a topic analysis and a
procedural analysis to make sure that I gathered as much relevant information as possible. I
expect there to be a lot of guided practice meaning that most of the learning will be procedural. I
began the analysis by creating an outline of the steps required to create an HTML document. To
ensure I did not miss any key steps, I checked the code using Adobe Dreamweaver CS5.
The outline describes the students every day schedule for example, logging into their computers
and accessing the online learning site for the course. It also goes into detail of how the students
complete assignments for the course Introduction to Business and Technology and how the
students are learning how to manage their time through online learning courses. The students are
able to use resources that are provided to help them through the course. For example many of
them will be using Microsoft Outlook to use the calendar feature to schedule dates and events.
Both outlines were integrated together to have a more cohesive feel. Many of the relevant topics
are also covered too. Such as the first few steps because it is assumed that students have been
working already through the course and know how to log in to computers at the location of their
course but I added the steps into the outline.
Topic Task Analysis Outline
1.0
1.1
1.1.1
1.2
1.2.1
1.2.2
1.2.2.1
1.2.3
2.0
2.1
3.0
3.1
3.2
3.3
3.4
3.4.1

Log-in to any lab computer

User name is RoomNumberrClassPeriodcStudentNumber
Example: 402r4c01
Enter password
Passwords are created by students
If password is incorrect check for typos
Check Spacing, Check Spelling, Caps Lock
If password continues to be incorrect inform an administrator
Once logged in, check daily agenda on board
Daily Agenda: Warm-Up (Article Review), Introduction to HTML (tags and
elements), Guided practice, Independent practice.
Complete warm-up
Navigate to (:N) Drive
Navigate to Warm-Ups Folder
Open Warm-Ups Word Doc.
Click on the link for todays date and read the corresponding article.
(Ctrl+click) to click on hyperlinks in MS Word.

4.0
4.1
5.0
5.1
5.2
5.3
5.4
5.5
5.6
5.1
6.0

Introduction to HTML PowerPoint

Complete accompanying handout for Intro to HTML PowerPoint
Open Google Chrome (Click on Desktop Icon)
Enter www.w3wchools.com into URL
Select learn HTML
Complete HTML tutorial along with accompanying examples
Define the acronym HTML
Define tags
Define elements
Define attributes
Using your understanding of the new vocabulary, create basic webpage with
teacher assistance.

6.1
6.1.1
6.2

Open Notepad
Start>All Programs>Windows Accessories>Notepad
<! DOCTYPE html >
< html lang =" en" >
< head >
< title > My First HTML Document </ title >
</ head >
< body > Hello World </ body >
</ html >
Create a basic webpage with minimal teacher assistance.
Use tags and elements that were used in the previous activity (guided practice)
Instead of Hello World, your Web Page should say First Name Last Names
First Web Page

6..6.3
7.0
7.1

Subject Matter Expert (SME)

I (Adrian Gibson) will serve as the SME for this instructional plan. My formal education consists
of a bachelors degree in Business Education from Valdosta State University in Valdosta,
Georgia. I am currently pursuing a masters degree in Instructional Technology from Georgia
Southern University in Statesboro, Georgia.
My primary qualification to serve as SME is my position as a Business Education teacher Mt.
Zion High School in the Clayton County Schools system. As an educator, my job requires me to
develop engaging educational materials for students in the areas of business and computer
science. Additionally, I serve as the web-master for Mt. Zion High School which requires me to
maintain the school website. This valuable experience gives me the opportunity to apply these
skills in both an educational and real world setting.

Part V: Development of Assessment

Lesson1:IntroductiontoDigitalTechnology,introductiontothehistoryofHTML.
Objective1:ThelearnerwillunderstandandinterpretbasicHTMLsyntax.
1A.AccesswarmuparticleexplainingbasicHTML
1B.CompletethehandoutthataccompaniesPowerPointpresentation(PowerPointIntroduces
HTMLbasicsyntax)
1C.Definetags,elements,attributes
Assessment:Learnerwilltakeamatchingquizoverthehistoryof.Thethresholdforpassing
eachquizwillbe70%,andremediationforeachfailedquizwillbeofferedalongwiththe
opportunityforthestudenttoretakethequiz.Studentwillalsobeabletodiscussinformation
thatisnotunderstoodwithotherstudentsbyparticipatinginaThinkPairShareactivitywith
theirpeers.
UDLPrinciples:Thequizprovidedtostudentswillbedifferentiatedtoprovidemultiplemeans
ofexpressionandmodificationsforanystudentthatrequiresit.Learnerswillbeablepractice
theirquizbeforetakingthefinalversion.
Objective2:Userswillbeabletointerprettags,elementsandattributesinordertoeffectively
createabasicwebpage.
2A.Navigatetow3schools.com
2B.CompleteHTMLtutorialwithaccompanyingexamples
2C.Useelementsandattributestocreatewebpageelements.
Assessment:StudentswillusetheW3Schools.comwebsitetocompletetheHTMLintroduction
course..
UDLPrinciples:Multiplemeansofrepresentationareused.Thesourcesarevideoandtext.Ifthe
studenthasahardtimeunderstandingandcomprehendingthevideotheyareabletoreada

providedtranscriptofthevideo.Thiswillprovideathroughunderstandingofthevideoandtopic
covered.Theassignmentisshortenoughandselfexplanatorythatstudentsofalllevelsshould
nothaveanytroublecompletingtheassignment.
Lesson2:IntroductiontoBusinessandTechnology,TheInternetisalwaysright.
Objective3:Withteacherassistance,studentswillcreateabasicHTMLwebpage.
3A:AccessMicrosoftNotepad
3B:Followalongwithinstructorinordertocreateabasicwebpage.
Assessment:
TruthorNotassignmentlearnerswillpartnerupwitheachothercreatingacooperative
environment.Learnerswillbescoredbasedontheinformationprovidedandparticipation
throughonlinediscussionboard.
UDLPrinciples:Multiplemeansofrepresentationareused.Thesourcesarevideoandtext.
Usinganonlinediscussionboardtotalkthroughtopicsthatotherwisewouldnotbebroughtup
duringatraditionalcoursewouldhelpstudentstalkthroughinformationinacollaborativeway.
Lesson3:BusinessEfficiencyThroughTechTools
Object4:Withminimalteacherassistance,studentswillcreateabasicHTMLwebpage.
EnablingObjectives:
4A:UseunderstandingofHTMLsyntaxandvocabulary
4B:Usew3schools.comasaresourcetoassistincreatingofyourwebpage.
4C:DemonstratemasteryofHTMLbycreatingawebpage.
Assessment:Learnersaretocompleteanessaythatcoversthetopicsofthebusinessworldand
onlinelearningthroughtechnology.Theywilldescribetherelationshipbetweenthetwoandhow
itbenefitsthebusinessworldandtheirworkintheclassroom.Theywillalsocompletea
discussiononlinethatwillclearupanyquestionsthestudentsmayhave.
UDLPrinciples:Thisassessmentmeetstheprinciplesandneedsofstudentswhoarecreativein
writingtheirownpapers.Theassignmentallowsforstudentstowriteintheirownopinionover
thetopicandpromotesthemtothinkcritically.Whattypeofdifferentiationisthis?Engagement?

Adrian Gibson

Gibson Final KA

Introduction:
Studentswillcompletethefollowingassignmentinordertoassesstheirunderstandingofthe
newmaterialthathasbeenintroduced.
IntroductiontoHTMLQuiz:
Matchthefollowingtermswiththeirappropriatedefinition.
Firsttheinventions:
1. <!DOCTYPE>
2. <a>
3. <br>
4. <!
5. <body>
6. <head>
7. <iframe>
8. <img>
9. <link>
10. <style>
Definitions:
A. Definesacomment
B. Definesstyleinformation
C. Definerelationshipbetweena
documentandanexternal
resource
D. Definesandinlineframe
E. Definesahyperlink
F. Definesadocumenttype.
G. Definesinformationaboutthe
document.
H. Definesanimage
I. Definesasinglelinebreak
J. Definesadocumentsbody.

Answers
1. <!DOCTYPE>
2. <a>
3. <br>
4. <!>
5. <body>
6. <head>
7. <iframe>
8. <img>
9. <link>
10. <style>

F. Defines a document type

E. Defines a hyperlink
I. Defines a single line break
A. Defines a comment
J. Defines a documents body
G. Defines information about the
document
D. Defines and inline frame
H. Defines an image
C. Defines relationship between
a document and an external
resource

Adrian Gibson

Gibson Final KA

Introduction:
StudentstheW3SchoolsHTMLtutorialinordertomodelthedesiredskillstocreateanHTML
documentontheirown.
W3SchoolsQuiz:
Answerthefollowingquestions.

Edit This:
<! DOCTYPE html>
<html>
<head>
<title>Page Title</title>
</head>
<body>
<h1>This is a Heading</h1>
<p>This is a paragraph.</p>
</body>
</html>

Result:

This is a Heading
This is a paragraph.

Adrian Gibson

Gibson Final KA

Edit This:

Result:

<!DOCTYPE html>
<html>
<body>
<h1>This
<h2>This
<h3>This
<h4>This
<h5>This
<h6>This
</body>
</html>

is
is
is
is
is
is

heading
heading
heading
heading
heading
heading

This is heading 1
This is heading 2
This is heading 3
1</h1>
2</h2>
3</h3>
4</h4>
5</h5>
6</h6>

This is heading 4
This is heading 5
This is heading 6

Adrian Gibson

Gibson Final KA

W3SchoolsExamplesandassessment
1.WhatdoesHTMLstandfor?
a.HyperlinksandTextMarkupLanguage
b.HomeToolMarkupLanguage
c.HyperTextMarkupLanguage
2.Whoismakingthewebstandards?
a.Microsoft
b.Mozilla
c.TheWorldWideWebConsortium
d.Google
3.ChoosethecorrectHTMLtagforthelargestheading?
a.<h1>
b.<heading>
c.<head>
4.WhatisthecorrectHTMLtagforinsertingalinebreak?
a.<lb>
b.<break>

Adrian Gibson

Gibson Final KA

c.<br>
5.WhatisthepreferredwayforaddingabackgroundcolorinHTML?
a.<background>yellow</background>
b.<bodystyle=backgroundcolor:yellow;>
c.<bodybackground=yellow>
6.ChoosethecorrectHTMLtagtomaketextbold
a.<bold>
b.<b>
7.WhatisthecorrectHTMLforcreatingahyperlink?
a.<a>http://www.w3schools.com</a>
b.<aurl=http://www.w3schools.com>W3Schoos</a>
c.<ahref=http://www.w3schools.com>W3Schools</a>
d.<aname=http://www.w3schools.com>W3Schools.com</a>
8.Howcanyoucreateanemaillink?
a.<ahref=mailto:xxx@yyy>
b.<mail>xxx@yyy</mail>
c.<ahref=xxx@yyy>
d.<mailhref=xxx@yyy>
9.Howcanyouopenalinkinanewtab/browserwindow?
a.<ahref=urltarget=_blank>
b.<ahref=urlnew>
c.<ahref=urltarget=new>
10.Whichofthesetagsareall<table>tags?
a.<thread><body><tr>
b.<table><tr><td>
c.<table><tr><tt>
d.<table><head><tfoot>
11.InHTML,inlineelementsarenormallydisplayedwithoutstartinganewline.
True
False

Adrian Gibson
12.Howcanyoumakeanumberedlist?
a.<ul>
b.<ol>
c.<dl>
d<list>
13.Howcanyoumakeabulletedlist?
a.<list>
b.<ul>
c.<ol>
d.<dl>
14.WhatisthecorrectHTMLformakingacheckbox?
a.<checkbox>
b.<inputtype=checkbox>
c.<inputtype=check>
d.<check>
15.WhatisthecorrectHTMLformakingatextinputfield?
a.<inputtype=text>
b.<inputtype=textfield>
c.<textinputtype=text>
d.<textfield>
16.WhatisthecorrectHTMLformakingadropdownlist?
a.<select>
b.<inputtype=list>
c.<inputtype=dropdown>
d.<list>
17.WhatisthecorrectHTMLformakingatestarea?
a.<inputtype=textarea>
b.<inputtype=textbox>
c.<textarea>
18.WhatisthecorrectHTMLforinsertinganimage?
a.<imagesrc=image.gifalt=MyImage>
b.<imgalt=MyImage>image.gif</img>
c.<imgsrc=image.gifalt=MyImage>
d.<imghref=image.gifalt=MyImage>

Gibson Final KA

Adrian Gibson

Gibson Final KA

PartVI:Instructional Sequence
Sequen
ce
1
2
3
4

Description

Objective

The learner will understand and interpret basic HTML

syntax.
Userswillbeabletointerprettags,elements,andattributesinorder
toeffectivelycreateabasicwebpage.
Withteacherassistance,studentswillcreateabasicHTML
webpage.
Withminimalteacherassistance,studentswillcreateabasicHTML
webpage.

1
2
3
4

Lesson1:IntroductiontoDigitalTechnology,introductiontothehistoryofHTML.
Objective1:ThelearnerwillunderstandandinterpretbasicHTMLsyntax.
1A.AccesswarmuparticleexplainingbasicHTML
1B.CompletethehandoutthataccompaniesPowerPointpresentation(PowerPoint
IntroducesHTMLbasicsyntax)

Adrian Gibson

Gibson Final KA

1C.Definetags,elements,attributes
InitialPresentation:StudentswillviewaPowerPointpresentationthatreviewsthehistoryof
HTML,itsorigin,function,andpurpose.Studentswillthenusesocrative.comtodiscusstheir
understandingofthenewinformation,andthesharetheirthoughtswiththeirpeers.Studentswill
alsocompleteaquizthatreviewsimportantHTMLinformationthatiscoveredduringthis
introduction.Asaneducatoryoumustbecreativeinthedesignofyourlessonsinorderto
addressadynamicgroupoflearners.Dedicated educators always find ways to
design curricula that meets the needs of all learners.
(TheNationalCenteronUDL,2013)
GenerativeStrategy:ThegoalisforstudentstounderstandthehistoryandneedforHTML.
Withthisunderstanding,thelearnersinstructionalmotivationscanbedirectedtowardsfamiliar
HTMLwebpagesthattheymayencounterdaily.StudentswillutilizeGoogleChromesinspect
elementfeaturetoviewrealHTMLcodeinordertobecomefamiliarwiththesyntaxandits
interpretation.

Objective2:Userswillbeabletointerprettags,elementsandattributesinordertoeffectively
createabasicwebpage.
2A.Navigatetow3schools.com
2B.CompleteHTMLtutorialwithaccompanyingexamples
2C.Useelementsandattributestocreatewebpageelements.
MotivationalStrategy:Havestudentscompleteasurveythroughsocrative.comthatgaugesthe
likesanddislikesofthestudents.Resultswillbecompiledandachievedbytheinstructor.
InitialPresentation:StudentswillcompletestepbysteplessononW3schoolswebsitethat
introducesandmodelstheskillsthatarenecessaryforcreatingawebpage.Uponcompletingsaid
lessons,studentswillcompleteaquiztoassesstheirmasteryandunderstandingoftheirnew
skills.Bycompletingtheexamplesthroughoutthelessons,studentswillhaveachancetosee
howthevarioustagsandelementsaremodeledbeforetheyputthemintopracticethemselves.
AnynecessarymodificationswillbeprovidedaccordingtothespecificstudentsIEP.
GenerativeStrategy:UponcompletionoftheW3schoolstutorials,studentswillhaveexposure
tothecreationprocessofabasicHTMLwebpage.
Lesson2:W3Schoolstutorial

Adrian Gibson

Gibson Final KA

Objective3:Withteacherassistance,studentswillcreateabasicHTMLwebpage.
3A:AccessMicrosoftNotepad
3B:Followalongwithinstructorinordertocreateabasicwebpage.

Object4:Withminimalteacherassistance,studentswillcreateabasicHTMLwebpage.
4A:UseunderstandingofHTMLsyntaxandvocabulary
4B:Usew3schools.comasaresourcetoassistincreatingofyourwebpage.
4C:DemonstratemasteryofHTMLbycreatingawebpage.
MotivationalStrategy:PromptlearnertounderstandhowHTMLisappliedinrealsituations.
Learnerwillalsobegintointerpretsitesthattheyarefamiliarwithandunderstandwhatis
requiredforthesesitestoproperlyfunction.
InstructionalStrategy:Withteacherassistance,studentswilltaketheirknowledgeofthe
HTMLsyntaxanditselementstocreateabasicHTMLwebpage.
GenerativeStrategy:Uponcompletionoftheunit,studentswillpossessthenecessaryskillsto
createHTMLwebpagesforanygivenscenario.Thegoalisforstudentstobeabletocreatebasic
webpagewithnoassistance,andtheywillnowbeabletocompletethistask.Instructionshould
betailoredtomeetlearningandtechnologyneedsofallstudentsinorderforthemtoeffectively
meeteachlearningonjective.Preschoolstoinstitutesofhighereducationhavebegunembracing
UDLinordertoimprovelearningopportunitiesforallstudents.(DavidH.Rose,2011)
eferences:
TheNationalCenteronUDL. (2014, Novermber 28). UDL and Technology. Retrieved
October 28, 2013, from National Center on Universal Design for Learning:
http://www.udlcenter.org/aboutudl/udltechnology
David H. Rose, E. D. (2011, March 21). Articles from the National Center on UDL.
Retrieved October 27, 2013, from National Center on Universal Design for
Learning: http://www.udlcenter.org/resource_library/articles/udlunplugged
Gary R. Morrison, S. M. (2013). Designing Effective Instruction. Danvers, MA: Wiley.

Adrian Gibson

Gibson Final KA

Part VII: Design of Instruction

InstructionalStrategies
Lesson1:
Participantswill
understandthehistoryof
HTML,andcreatetheir
firstbasicwebpage.

Goals
Participantswillidentify
theneedforcoding
literacy.

Objectives
Objective1:Thelearner
willdemonstratethe
appropriatestepsto
accessclasswork
throughtheonline
coursemanagement
software.
Objective1A.
Identifytheneedfor
codingliteracy.
Objective1B.Identify
resourcesthatsupport

UDL
Bygivingstudents
differentiatedoptions
(ex.Differenttypesof
assignmentstocomplete
suchasessaysor
presentations)of
finishingworkweare
abletokeeptrackof
howwelltheywilllearn
andhowtheywill
navigatethroughtheir
onlinecourse.

Adrian Gibson

Gibson Final KA
theneedforcodingto
betaughttostudents.
Objective1C.
Studentswillcomplete
anarticlereviewofan
articlethatsupports
codingliteracy.

Participantswillcreatea
basicHTMLwebpage.

Lesson2:
Identifynewandold
htmlelementsalongwith
organizationaltagsfor
ourwebpages

Participantswillidentify
newtagsandelements
thathavebeen
introducedwithHTML
5,andidentify
organizationaltagsused
tohelpbetterorganized
thewebpage.

Lesson3

Studentswillidentify

Objective2:To
effectivelycreateabasic
htmlwebpage.
Objective2A,To
identifybasichtml
tagsandelements.
Objective2B.Use
thebasictagsand
elementstobegin
creatingawebpage.

Objective3:To
demonstrateeffective
useofnewhtml
elements.
Objective3A:Use
necessaryhtml
elementstoenhance
Participantswillexpand
ourwebpage
onlesson1byadding
Objective3B
newtagsandelementsto
ourpreviouslycreated
Demonstrateeffective
webpage.
useofHTMLsmost
importanttag<a
href></a>(Hyperlink)
Objective3C:Createa
webpagewithfunctions
hyperlinks
Objective4:To
demonstratetheir
understandingofCSS

Participantswillbegin
styling(Color,design,

Bygivingstudents
differentiatedoptions
(ex.Differenttypesof
assignmentstocomplete
suchasessaysor
presentations)of
finishingworkweare
abletokeeptrackof
howwelltheywilllearn
andhowtheywill
navigatethroughtheir
onlinecourse..

Objective4A:To
identifytheCSS

Learnersstartto
formulatetheirown
patternofaccessing
informationfromonline
site.Beginthestarting
stagesofworking

P
th
w
tu

w
w

Adrian Gibson

Gibson Final KA

CSSelementstobegin
stylingtheirwebpages.

effectivelythrough
coursework.

fontsize,fontstyle)their
webpages.Participants
willdevelopamastery
basicHTMLinorderto
sharetheirknowledge
withtheirstudents.

syntax
Objective4B:
UnderstandtheBox
model
Objective4C:Add
CSSstylestoprevious
webpage

Bygivingstudents
differentiatedoptions
(ex.Differenttypesof
assignmentstocomplete
suchasessaysor
presentations)of
finishingworkweare
abletokeeptrackof
howwelltheywilllearn
andhowtheywill
navigatethroughtheir
onlinecourse.

Adrian Gibson

Gibson Final KA

PartVIII:FormativeEvaluationPlan
DataCollection:
Attheendoftheunitthestudentswillcompleteasurveyinwhichtheywillbeaskedseveral
questionsrelatingtotheirthoughtsonmyinstruction,andtheircomfortlevelwiththenew
material.Theresultsofthissurveywillbeevaluatedbymyselfasthe(SME),alongwithmy
departmentchair.AstheSME,Iholdtheresponsibilityofeffectivelyteachingeachstudentand
thissurveywillallowmetoreflectonmyinstructionalstrategiesandimproveuponthemforthe
future.
SetUp:
Thesurveyswillbeofferedthroughwww.socrative.com.Asthesubjectmatterexpert,Iwill
reviewtheresultsofthesurveys.Inordertomaintaintheintegrityofthisevaluationprocess,the
surveywillbeadministeredbyanotherteacherintheBusinessEducationdepartment.