Ed Tech 503 Final Project Paper

RunningHead:UsingGoogleDocsandGoogleSlidestoImproveStudentWriting1
ScottMoranEdTech503InstructionalDesign
ResponseRepertoire:UsingGoogleDocsandGoogleSlidesto
ImproveStudentWriting
UsingGoogleDocsandGoogleSlidestoImproveStudentWriting
TableofContents
PartI:Topicp.3
Part1.1GoalStatementp.3
Part1.2:Audiencedescriptionp.7
Part2:AnalysisReportp.8
Part2.1:Needsassessmentsurveyp.8
Part2.2:Needsassessmentdatap.9
Part2.3:Analysisofthelearnersp.17
Part2.4:Analysisofthelearningcontextp.21
Part2.5:Analysisoftheperformancecontextp.23
Part2.6:Analysisofthecontentp.29
Part2.7:Learningtaskanalysisp.48
Part3:Planningp.52
Part3.1:Rationalep.52
Part3.2:Learningobjectivesp.57
Part3.3:Objectivesmatrixtablep.58
Part3.4:ARCStablep.62
Part3.5:Instructorguidep.64
Part3.6:Learnercontentp.68
Part3.6.1:Learningmaterialsp.71
Part3.6.2:Assessmentmaterialsp.71
Part3.7:Selectingtechnologiesthatsupportinstructionp.72
Part4:Evaluationp.73
Part4.1:SMEdescriptionp.73
Part4.2:Evaluationsurveyorrubricp.73
Part4.3:ReportofSMEp.74
Part4.4:Designersresponsetoreviewp.77
Part4.5:Reflectivepaperp.78
Part4.6Kirkpatrickmodelp.82
Part4.7AECTStandardsgridp.84
Part4.8Referencesp.89
Part4.9Rubricsp.90
Part1Topic
:
ThistrainingsessionhasbeendesignedfortheteachersattheNorthwestCampusof
theSouthwestPreparatorySchoolDistrictinSanAntonio,Texas.TheNorthwestCampus
studentsarestrugglingwiththeStateofTexasAssessmentofAcademicReadinessTest
(STAAR).Specifically,studentsarenotexperiencingsuccessontheportionoftheSTAARtest
thatrequiresthemtowriteresponsestoopenendedprompts.Becauseoflowtestscores(and
becauseofarequestforthistrainingtobecreatedbythecampusprincipal),thistraininghas
beenassembled.Itisalsomeanttoassisttheteachersoncampuswiththeimplementationof
Web2.0toolssuchasGoogleDocs,GoogleSlides,andEdmodo.Research(andpersonal
experience)haveshownthatutilizingsuchtoolsimprovesstudentmotivationwithregardto
writing.Retrainingtheteacherstousethesetoolswillhopefullyresultinimprovementoftheir
instructionandofwritinginallclasses.
Part1.1GoalStatement
:
Bytheendofthisthreehourtraining,theteachersattheNorthwestCampusof
SouthwestPreparatorySchoolDistrictwillbeabletoutilizeGoogleSlides,Edmodo,theWhat
modelforprewriting,andtheAPEmodelforwritingresponsestoopenendedpromptsto
improveinstructioninalldisciplineareasandhelpstudentstoincreasetheirstateassessment
scores.
TheSouthwestPreparatoryCharterSchoolDistrictinSanAntonio,TX.serves
approximately800studentsonfourdifferentcampuses,andtheNorthwestCampusprovides
instructiontoapproximately200students.Acrossthedistrictandthestate,studentsare
strugglingwiththeStateofTexasAssessmentofAcademicReadiness(STAAR)test,the
instrumentputinplacetomeasurestudentgrowthandtoholdeducatorsaccountablefortheir
teachingefforts.PoortestresultshavecertainlybeendemonstratedintheSouthwest
PreparatorySchoolDistrict.Whilethevastmajorityofthestudentsenrolledinthisdistrictare
consideredAtRisk,andoftentheyreadwellbelowgradelevel,teachersneedtomodify
instructiontohelpstudentstoachievesuccess.Inshort,STAARscoresfortheSWPreparatory
Districtareinneedofimprovement.
Inspecific,oneaspectofthetestthatiscausingdifficultyforTexasstudents(and
SouthwestPreparatorySchoolDistrictstudents)isthesectionthatrequiresstudentstoreada
selectionandrespondinparagraphformtoanopenendedprompt.Studentsareexpectedto
supporttheirclaimswithtextualevidence,but(baseduponfirsthandknowledgeasoneofthe
twoEnglishteachersattheNorthwestcampusoftheSouthwestPreparatorySchoolDistrict)
theytypicallyhavedifficultydeterminingwhichevidencetoinclude.Moreover,theyoftendonot
answerthesesquestionsinenoughdepthtoreflecttruecriticalthinking.Inessence,the
studentsseemtobeansweringopenendedpromptswithwhatequatestoasummaryofthe
storytheyreadonthetest,notwithresponsesthatreflectindepththinkingandanalysis.
Thesetestresults,alongwithdiscussionswiththeprincipal(aformerEnglishteacher)about
howtoimprovestudentresultsandhowtomotivateteacherstousetechnologyinthe
classroomonaconsistentbasis,clearlyestablishaneedforteachertraining.
Forthesereasons,theNorthwestcampusoftheSouthwestPreparatorySchoolDistrict
hasrequestedaninservicetrainingworkshopforteachersofalldisciplines.Thethoughtisthat
ifallteachersaretrainedinmethodsforansweringopenendedquestions,thentheycanteach
theirstudentstoutilizethosemethodsintheirclassesandwritingwillimproveoverall.Since
nonEnglishteachersdonottypicallyhavesuchtraining,thisinservicewillcertainlyprovideall
attendeeswithskillsthattheycanuseintheirinstruction.AlltenteachersontheNorthwest
campuswillbetrained,andthehopeistofollowthissessionupwithanotheronefortheother
fortyteachersinthedistrict.
Inadditiontotheissuesthatthedistrictsstudents(theNorthwestcampusinparticular)
arehavingwiththeopenendedquestionsonthestateassessmenttest,theSouthwest
st
PreparatorySchoolDistrictsteacherscontinuetostruggletoteachstudents21
Century
learningskills,techniquesthattheywillneedtobesuccessfulincollegeandintheworkforce.
WhileteachershavebeentrainedintheuseofGoogleDrive,GoogleDocs,GoogleSlides,and
Edmodo,veryfewhaveactuallycommittedtoutilizingthesetools.Assuch,furthertraining
whichwillincorporatemethodstoutilizethesetoolswhileteachingwritingskillshasbeen
requested.
Thisfacetoface,synchronoustrainingsessionwilltakeplaceinthecomputerlabonthe
Northwestcampus.Functioningcomputerswillbeavailableforeveryattendee,andInternet
accessandserverreadinesshasbeenpredetermined.Thetrainingwillbefor3hours,a
timeframethatincludestheactualinstructionandtimefortraineestopracticeskillspresented
duringthesession.AlltenattendeesarefluentinEnglish,andcomputerswillbeavailablefor
eachofthemtouse.Thecomputersarefairlynewandhavebroadbandaccess.
Thefirsthourofthistrainingwillinvolveintroducingthestafftotherubricforopenended
responsesthathasbeenreleasedbythestate.Itwillalsoincludecritiquingstudent
writingsamplesbyjudgingthemwiththerubricanddeterminingelementsofwritingthatneedto
beimproved.First,therubricandthewritingsampleswillbeexplainedbytheinstructor,andthe
trainerwillmodelhowtoutilizetherubrictoscorewritingsamples.Then,inpairsbasedupon
subjectmattertaught,teacherswillpracticeratingthewritingsamplesbyusingthestaterubric
toscorethem.Theinstructorwillfacilitatethisprocess,walkingaroundtheroomandproviding
feedbackasthepracticesessiontakesplace.Then,todemonstratemasteryoftherubricandof
ratingwritingsamples,attheendofthefirsthour,thepairswillpresentpostersthatrepresent
theseconcepts.90%ofthetraineesmustagreethateachpresentingpairhasmasteredthe
rubricandusingitbeforeotheractivitieswillcommence.Followuptrainingsessionsand
classroomvisitswillallowtheinstructortoassistteachersastheutilizethemethodstheylearn
inthetrainingsession.
Thesecondhourofthetrainingwillinvolvethedemonstrationoftechniquesthatare
meanttoremindteachersofthefeaturesofGoogleDocs,GoogleSlides,andEdmodo
(especiallythosewhorefusetousesuchtools).Thisisbasicallyafollowuptotraining
teachershavealreadyreceived.Researchthatdemonstrateshowstudentswritingskillsand
theirlevelofmotivationareimprovedthroughtheuseoftechnologywillbepresented.
Thereafter,methodstobeusedtohelpstudentstorespondtoopenendedpromptswill
bedemonstrated.TheprewritingformatthatteacherswilllearninthistrainingiscalledWHAT.
Trainees(andeventuallytheirstudents)willlearntodeterminethefollowing:Whattheprompt
isasking(W),Howtheyknowthat(H),Anytextualevidencethatsupportstheargumenttheywill
make(A)andTyingitalltogetherwithalifelesson(T).Then,traineeswilllearnthewriting
responsemethodknownasAPE.Trainees(andstudents)willbeexpectedtoAnswerthe
question(A),Providetextualevidence(P)andExplaintheiranswerandrelatealifelesson(E).
ThesemethodsweredevelopedbyanELAexpertatthelocalEducationServiceCenter.They
havebeenproventowork,and,attheminimum,theygivestudentsaplanofattackwhen
respondingtoopenendedprompts.
AfterbeingreintroducedtothefeaturesofGoogleSlidesandEdmodoandtothe
WHATandAPEmethods,teacherswillworkinpairstocreatetheirownwrittenresponsesto
promptswhileutilizingthesetechniques.Thisistoallowteacherswhoteachthesamesubject
todiscusshowtheymayusethetechniqueslearnedinthesessionintheirsubjectareas.The
pariswilltranscribeoneresponseintoGoogleSlidesandpostittoEdmodo(inpreparationfor
reteachingtheconceptstothegroup).Atleast90%ofthetraineesmustagreethatthe
teachercreatedresponsesmeetthestandardsoftherubrics.Otherwise,thosewhodonotmeet
thestandardswillhaveashortperiodoftimetorevisetheirwriting,andtheinstructorwillguide
themwhiletheydoso.
Finally,thelasthouroftrainingwillbededicatedtoteacherspresentingtheirwritingsto
thegroupandgettingfeedback(formativeassessment).Thesepresentations(andthe
feedback)willbedoneviaEdmodoandGoogleSlides.Eachgroupwillfollowthesamepattern
oflearning.Atleast90%oftraineesmustagreethatthepresentationsmeetthestandardsof
therubrics.Ifnot,teacherswillhavetimetorevisetheirpresentationsandgooverapplications
inpreparationforasecondpresentation.Theinstructorwillguidethemwhiletheycreatetheir
secondpresentation.Finally,itisworthnotingagainthatinfutureweeksteacherswillbe
expectedtoutilizethetechniqueslearnedinthetrainingtoteachwritingskillstotheirstudents
andwillbeobserveddoingso(summativeassessment).Followupmeetingswitheachteacher
willoccuratleasttwiceamonth.
Part1.2DescriptionoftheAudience:
TheaudienceforthistrainingincludesallteachersattheNorthwestcampusofthe
SouthwestPreparatoryCharterSchoolDistrictinSanAntonio,Texas.Thedistrictservesabout
800students,whiletheNorthwestcampusservesabout200students.Alltenteachersare
fluentinEnglishandhavepriortrainingwithGoogleapplicationsandEdmodo.Allteachers
haveintegratedsometechnologyintotheirlessonsatvarioustimes.Also,everylearnerhasat
leastfiveyearsexperienceinteaching.Fiveoftheteachershaveearnedadvanceddegrees,
andtheiragesrangefrom2762yearsold.ThreeoftheteachersareHispanic,whilesevenare
Caucasian.Fouroftheteachersaremaleandsixarefemale.Noneoftheteachersindicated
havinganyspecialneeds.Additionally,manyofthelearnershavelimitedtheiruseoftechnology
intheirclassrooms,simplyusingtheirSmartboardsasprojectorsforvideosortoproject
learningmaterials.
Finally,alllearnersknowofthesubjectmatterforthistraining.Theculturaland
organizationalsituationatSouthwestPreparatorySchoolDistrict(Northwestcampus)issuch
thatteachersexpectregulartrainingdesignedtomeetcampusgoals,andallhavewillingly
participatedintrainingsinthepast.Infact,attendanceisrequired.Thelearnerswerehiredafter
demonstratingawillingnesstoparticipateinsuchtrainingsduringtheirjobinterviews.Faculty
membersareexpertsintheirfields,butsomearenotexpertsinpedagogyortheuseof
instructionaltechnology.
Part2AnalysisReport
Part2.1TheNeedsAssessmentSurveyIsenttoTeachersattheNorthwestCampus
(Questions915wereansweredviaafollowupemailtothestaff):
Thequestionsonthesurveyweredistributedthroughdistrictemailandincludedthefollowing:
1.
HaveyoubeentrainedinhowtoutilizeEdmodointheclassroom?(Priorknowledge)
2.
HaveyoubeentrainedinhowtoutilizeGoogleDocsintheclassroom?(Priorknowledge)
3.
HaveyoubeentrainedinhowtoutilizeGoogleSlidesintheclassroom?(Priorknowledge)
4.
DoyoufeelthatutilizingGoogleDocs,GoogleSlides,orEdmodointheclassroom
enhancesinstruction?(Learnercharacteristics/Motivation)
5.
Howoftendostudentswriteresponsestoopenendedquestionsinyourclassroom?
(Learnercharacteristics)
6.
HowfamiliarareyouwiththeSTAARrubricforwrittenresponsestoopenendedquestions?
(Learnercharacteristics)
7.
Howfamiliarareyouwithteachingstrategiesthatwillhelpstudentswriteresponsesto
openendedquestions?(Learnercharacteristics)
8.
Doyoufeelthatyourstudentswouldbenefitfrombeingtaughtstrategiesforwriting
responsestoopenendedquestions?(Learnercharacteristics/Motivation)
9.Howmanyyearshaveyoubeenteaching?(Learnercharacteristics)
10.Whatisyourareaofexpertise?(Learnercharacteristics)
11.Haveyouearnedanadvanceddegree?IsitrelatedtoEducation?(Learnercharacteristics)
12.Whattechnologydoyouuseregularlyinyourclassroom?(Learnercharacteristics)
13.Whatbenefitsdoyourstudentsgetfromyouruseofthetechnologythatyoudoincludein
yourlessons?(Motivation)
14.Howdoesyouruseoftechnologyinyourclassroombenefityou?(Motivation)
15.Whatwouldbeareasonforyoutoavoidusingacertaintypeoftechnologyinyour
classroom?(Motivation)
AlltenteachersattheNorthwestcampusrespondedtobothpartsofthesurveyvia
districtemail.
Part2.2NeedsAssessment/AnalysisReport:TheCharts,theSurveyandtheGraphs:
ThechartsandgraphsbelowfurtherillustratetheneedforteachersattheNorthwest
campusofSouthwestPreparatorySchoolDistricttolearnnewwaystohelpstudentstobecome
betterthinkersandbetterwriters.
Rating
NumberofStudents
72943
18
101443
24
221671
53
21377
10
Total
417434
100
Figure1.
STAARscoresfor9thgrade.ThischartisarepresentationoftheSTAARtestscores
th
forTexasstudents,20142015(9
grade).Asstatedpreviously,only53%ofTexasstudents
achievedascoreof2,theminimumrequiredtopass.Thisisrepresentedontheleftsideofthe
graphic,threerowsdown(Retrievedfrom
www.tea.texas.gov
).Theseresultshavebeentypical
forthepastfewyears,andlegislators(aswellasthosewhodesignthetest)arebeginningto
questionwhetherornotthestatehasspentitsmoneywisely.Thecostisinthehundredsof
millionsofdollars.
Ranking
Number
43
34
50
41
30
25
Total
123
100
Figure2.
STAARscoresforSWPreparatorySchoolDistrict9thgraders.Thischartisa
representationoftheSTAARtestscoresforSouthwestPreparatorySchoolDistrict,20142015
th
(9
grade).Asstatedpreviously,only25%ofSWPreparatorySchool(Northwestcampus)
achievedapassingscoreof2.Thisisrepresentedontheleftsideofthegraphic,threerows
down(Retrievedfrom
www.tea.texas.gov
).Again,whilethedistrictsstudentsarelargely
classifiedasAtrisk,thedistrictcannotaffordtocontinuetohaveresultslikethis.Southwest
PreparatorySchoolDistrict(Northwestcampus)isnotatthepointwherethestateissendingin
representativestoinvestigate,butitiscurrentlyonthebrink.
11
Thefollowinggraphicsrepresentteachersurveyresults:
Figure3
.TeacheruseofGoogleApps.ThisgraphrepresentsuseofGoogleAppsbyteachers
atSWPrep.Only20%ofrespondents(green)reportedusingGoogleDocsorGoogleSlidesfor
instruction,eventhough100%ofteachershavebeentrainedinusingtheseapplications.
Figure4
.NumberofteacherstrainedtouseGoogleAppsforinstruction.100%oftheteachers
attheNorthwestcampushavebeentrainedintheuseofGoogleapplications.Only20%are
regularlyusingGoogleapplicationsforinstruction/studentwork(i.e.GoogleSlides).
Even
thoughthisisaYes/Noquestion,itwasaskedtosubtlyremindtheteachersthattheyhave
beentrainedtousetheseapplicationsandshouldbedoingso.
12
Figure5
.TheresultsoffrequencyofuseofGoogleapplications.Only30%oftheNorthwest
campusstaffusesthemevensemiregularly.10%indicateddailyuse(green),while20%
indicatedweeklyuse(red)and70%indicatedmonthlyuse(blue).
Figure6.
Theresultstothequestionaboutwhetherornotteachersbelievestudentswould
benefitfromusingGoogleapplicationsintheirclasses.10%indicatedthattheydidbelieveso
(green),while20%saidtheydidnotbelieveso(red).70%indicatedtheywerenotsure(blue).
13
Figure7
.ThenumberofteachersusingEdmodoinclass.Only20%(green)ofteachersatthe
SWPrepNWcampusareusingEdmodointheclassroom,eventhough100%ofteachershave
beentrainedinusingEdmodo.80%arenotusingit(red).
Figure8
.ThepercentageofteacherstrainedtouseEdmodo.100%oftheteachersatthe
NorthwestcampushaveattendedpriortrainingthatwasmeanttogetthemtouseEdmodoto
facilitateinstruction.20%ofthestaffusesit.
14
Figure9
.Theresultstothequestionofwhetherornotteachersbelievestudentswouldbenefit
fromtheuseofEdmodointheclassroom.20%indicatedthatstudentswouldbenefit(green),
while20%indicatedthatstudentswouldnotbenefit(red).60%indicatedtheywerenotsure
(blue).
Figure10
.TheresultsforFrequencyofuseofEdmodo.Accordingtoobservationsdonebythe
campusprincipal,theseresultsmaynotbeaccurate(somepeoplereportedusingitmonthly
whentheyactuallydontuseitmuchatall).10%indicatedtheyuseditdaily(green),while10%
indicatedaweeklyuse(red)and80%indicatedmonthlyuse(blue).
15
Figure11
.ThecurrentpercentageofteachersattheSouthwestPreparatorySchoolDistrict
(Northwestcampus)familiarwiththestaterubric.Thepercentageislow,withonly20%
indicatingfamiliaritywiththerubric(green).Inotherwords,asonemightexpect,thetwo
Englishteachersoncampusaretheonlyteacherswhoalreadyhaveanunderstandingofthe
rubric.
Figure12
.Theresultstothequestionaboutfrequencyofhavingstudentswriteopenended
responses.10%indicateddailyresponses(green),while20%indicatedweeklyresponses(red)
and70%indicatedmonthlyresponses(blue).
16
Figure13
.ThepercentageofteachersattheSouthwestPreparatorySchoolDistrict(Northwest
campus)familiarwithmethodsforteachingwritingresponsestoopenendedquestions.The
percentageisalsolow.ThetwoEnglishteachersoncampusindicatedfamiliaritywithteaching
suchmethods(representedbythe20%thatisgreen).80%(red)hadnofamiliaritywithspecific
methodsforteachingwriting.
Figure14
.Theresultstothequestionaboutwhetherornotteachersbelievetheirstudents
wouldbenefitfrombeingtaughtadditionalmethodsforrespondingtoopenendedprompts.
80%indicatedthatstudentswouldbenefitfrombeingtaughtadditionalmethods(green),while
17
10%indicatedthatstudentswouldnotbenefitfromadditionalmethods(red)and10%
indicatedtheywerenotsure(blue).
Whatdoesthedatashow?
Baseduponthesurveyresultsanddiscussionswithmycampusprincipal,thiswriter
believesthatthetrainingbeingdesignedismerited.Moreover,thiswritertrulybelievesthat
whenallteachersoncampusbeginutilizingthemethodstheywilllearninthistraining,their
instructionwillimproveandstudentswillultimatelybenefit.ThestaffattheNorthwestcampus
ofSouthwestPreparatorySchoolDistrictismorethancapableoflearningthemethodsthatwill
betaughtinthistrainingsession.Furthermore,aportionofteacherpayisbaseduponstatetest
results,sotheywillmostcertainlybemotivatedtolearnandimplementthetechniquesin
question.
Itisclearfromtheoverview(Part1C)thatthereisadefiniteneedfortheteachersofthe
NorthwestCampusoftheSouthwestPreparatorySchoolDistricttomodifyinstruction.By
emphasizingwritinginallclasses,notjustinEnglishclass,teacherscanimpressuponstudents
theimportanceofwritingwithpurpose.Moreover,modelingmethodsforgoodwritinginevery
classroom,regardlessofsubject,willhelpstudentstolearntechniquesthattheycanuseto
improvetheirabilitytorespondtoopenendedprompts.Ultimately,thiswillleadtomorecritical
thinkingonthepartofstudentsaswellasbettertestscoresonthewritingportionofthestate
assessment.
Part2.3AnalysisoftheLearners:
ThetargetaudienceiscomposedofalltenteachersattheNorthwestCampusof
SouthwestPreparatorySchoolDistrict.
Allteachershaveintegratedsometechnologyintotheir
lessonsatvarioustimes.Also,everylearnerhasatleastfiveyearsexperienceinteaching.Five
18
oftheteachershaveearnedadvanceddegrees,andtheiragesrangefrom2762yearsold.
ThreeoftheteachersareHispanic,whilesevenareCaucasian.Fouroftheteachersaremale
andsixarefemale.Noneoftheteachersindicatedhavinganyspecialneedsoremotional
needs.AllteachersspeakfluentEnglish.50%ofthelearnershaveearnedadvanceddegrees.
Learnersaremotivatedbythecultureoncampusandbythefactthatagoodportionoftheirpay
istiedtostatetestresults.
Figure15
.YearsofTeachingexperienceattheNorthwestCampus.Oneteacherhas05years
experience(green).Mostofthestaffhasbetween610yearsexperience(red).Oneteacherhas
1115yearsexperience(blue).Threeteachershaveover16yearsexperience(yellow).
Figure16
.AreasofExpertise.Twoteachershavebeenassignedtoeachcoresubjectareaand
twoteachelectives.Fromlefttoright,thecategoriesincludeMath(green),Science(red),Social
Studies(darkblue),ELA(yellow),andElectives(lightblue).
19
Figure17
.ThepercentageofNorthwestCampusteacherswithAdvanceddegrees.50%have
earnedAdvanceddegrees(green)while50%havenot(red).Thishelpsexplain(tosomedegree)
whetherteachershavethebackgroundrequiredtoexcelinteaching.
Figure18
.ThetypesoftechnologyteachersattheNorthwestCampususeregularly.40%use
theirSmartboards(green),while30%usewordprocessingtools(red).5%(darkblue)
incorporateanysortofblogging,while20%(yellow)useGoogleSlides.Finally,5%(lightblue)
useEdmodo.Inotherwords,itwouldseemthatmostteachersarenotusingWeb2.0toolsfor
instructionorallowingstudentstousethemforcollaborationandcreation.
20
Figure19
.Teachersbeliefinhowtechnologybenefitsstudents.40%indicateditsmainfunction
wasforresearch(green)and30%forcompletingonlinework(red).20%indicatedusefor
creatingproducts(darkblue)while5%indicateduseinpresentations(yellow).5%indicateduse
forotherreasonssuchasEdmodo(lightblue).Inotherwords,itwouldseemthatmanyofthe
teachersdonotseethepotentialthattechnologyhastoimpacttheirlessonsandtheir
studentsmotivation.
Figure20
.Teacherbeliefinhowuseoftechnologyintheclassroombenefitsthem.Mostsimply
useitforpresentinginformationorexplainingwork.40%indicatedithelpsthempresent
material(green),while30%indicatedusingittoexplainwork(red).10%indicateduse
21
tocreateproductsforinstruction(darkblue),while10%useitforstudentleaddiscussions
(yellow).Only10%(lightblue)useitforother(likecollaboration).
Figure21
.Thereasonswhyteachersmightavoidusingacertaintypeoftechnologyinthe
classroom.LackofUnderstandingwasratedat50%(green),whiletheamountoftimeneeded
tolearnnewtechnologyratedat30%(red).Lackofsupport(darkblue)ratedat10%,while
technicalproblems(yellow)ratedat5%.Finally,5%(lightblue)indicatedotherreasonsfor
avoidingtheuseoftechnologyintheirclassrooms.Itseemsclearthatlackofunderstanding,
lackoftime,andperhapsafearofnewtechnologymaycausethelackoftechnologyuse.It
wouldseemthatmanyoftheteachersarenotdigitalnatives.
Part2.4Analysisofthelearningcontext:
EntryBehaviors
EverylearnerhasalreadybeentrainedintheuseofGoogleApplicationsandintheuse
ofEdmodo.OnlythetwoEnglishteachersarealreadyfamiliarwiththestaterubricfor
assessingwrittenresponsestoopenendedprompts.Additionally,thetwoEnglishteachersare
theonlylearnerswhohaveprevioustraininginmethodstoutilizetoimprovestudentwriting.
22
AlllearnerscanreadandarefluentinEnglish.Noneofthelearnershasaspecialneedofany
sort.
PriorKnowledgeoftheTopicArea
Again,onlythetwoEnglishteachersarefamiliarwiththestaterubricforassessing
writtenresponsestoopenendedpromptsandwiththemethodsforenhancingstudentwriting.
AlllearnershavealreadybeentrainedintheuseofGoogleApplicationsandEdmodo.
AttitudesTowardContentandPotentialDeliverySystem
Thelearnersdohaveabasicunderstandingofthematerialsthataretobepresented,for
theyhavebeentoldofthetrainingandwhatitwillinclude.Theyalsoknowthatpartofthe
trainingwillbefacilitatedbytheinstructorandpartwillrequirethemtoreteachconceptsthey
learninthetraining.Learnersareawarethatagreatdealofthetrainingwillrequirethemtouse
computers,GoogleApplications,andEdmodo.
AcademicMotivation
Atthistime,itisquitepossiblethatlearnersarenotfullyawareofhowtheywillintegrate
themethodstaughtinthetrainingintotheirownteaching.However,thatisonlybecausethe
traininghasnottakenplaceyet.Aftercompletingthetraining,everylearnerwillhaveconcrete
ideasregardinghowtointegratethemethodslearnedintotheirsubjectarea,fortheywillhave
discussedwaystodosowiththeirpeersandtheinstructor.
EducationalandAbilityLevels
Again,50%ofthelearnershaveearnedadvanceddegrees.Allhaveatleastfiveyears
teachingexperience,andallhavetaughtattheNorthwestCampusforatleastoneyear.All
receivedratingsofSatisfactoryoraboveontheirteacherevaluationslastyear.
GeneralLearningPreferences
23
Alllearnershavepreviouslydemonstratedthattheyprefertolearnbyputtingmethods
intoaction.Assuch,aftertheyareintroducedtoeachtechnique,theywillbereteachingthe
conceptstothelargegroupandtherebydemonstratingmastery.
AttitudesTowardTrainingOrganization
Aswaspreviouslystated,alllearnersareveryawarethattheSouthwestPreparatory
SchoolDistricthasaculturethatexpectsteacherstobelifelonglearners.Everyteacher
participatesinbiweeklymeetingsthataremeanttohelpthemtoimprovetheirteaching.
Moreover,everyteacherparticipatesinsummerinservices,sothistrainingwillbeacceptedas
neededtoimproveoverallteachingabilities.
GroupCharacteristics
Thisauthorhasworkedwithalllearnersforaminimumofoneyear.Eachteacherwas
hiredinpartbecauseofhisorherwillingnesstobeflexibleandmeetwhateverchallengesthey
mayface.Alllearnershaverepeatedlydemonstratedawillingnesstoattempttousewhatthey
learnintrainingintheirownclassrooms.
LearnerTransfer
Learnerswilltransferwhattheylearninthetrainingsessiontotheirownclassrooms.
Theywillusethesemethodstoimproveinstructionandhelptheirownstudentstobecome
betterwritersandbettertechnologyusers.Theseareskillsthatthelearnerswilluseatwork(the
classroom)andsecondarylearners(students)willuseinschoolandintheworkplace.
Part2.5AnalysisofthePerformanceContext:
ManagerialSupport
Learnerswillreceiveongoingsupportfromtheinstructor.Repeatedobservationsoftheir
classroomsaftertrainingwillhelptheinstructortosuggestwaysthatlearnerscanimprovetheir
24
useofthemethodstheylearnedinthetraining.TheSMEisalsotheprincipal,andshewillalso
beperformingclassroomobservations.TechnicalsupportwillbeprovidedbyITspecialists.
PhysicalAspectsoftheSite
TheNorthwestCampushastenclassrooms.Thecomputerlabwillbethelocationofthe
training.Allcomputerswork,andeachlearnerwillhaveaccesstohisorherowncomputer.The
SMEwillattendthetrainingtoserveasacofacilitator(sheisaformerEnglishteacherandis
familiarwithallmethodstobetaught).Broadbandaccessisavailableoneverycomputer.
SocialAspectsoftheSite
BecausetheNorthwestcampusissosmallandservesonly200students,thelearners
knoweachotherquitewell.Theyareusedtocollaboratingandworkingingroups.Assuch,
presentinginpairswillnotbeanissueofconcern.
RelevanceofSkillstoWorkplace
Alloftheskillslearnedinthetrainingareextremelyrelevanttotheworkplace.Thereare
nophysical,motivational,orsocialconstraintsthatwouldinhibitlearnersfromacquiringthe
skillsthatwillbetaughtinthetrainingsession.
FurtherDescriptionoftheLearningContext/PerformanceContext
Ashasbeenstatedpreviously,SouthwestPreparatorySchoolDistrictisacharterschool
districtinSanAntonio,Texas.Thedistrictservesapopulationofapproximately800students,
mostofwhomareconsideredAtRisk.Assuch,themajorityofthestudentsinthedistrictare
twoorthreegradesbehindintermsoftheirreadingandwritingskills.TheNorthwestCampus
servesapopulationofabout200students.Thevastmajorityhavelowersocioeconomicstatus,
25
andmostoftheirparentshavenotbeeneducatedbeyondatwelfthgradelevel.Manyofthe
studentsworkparttimetocontributetotheirfamilysincome.Therearetenclassroomson
campus,oneofwhichisafullyfunctioningcomputerlab.Thecomputersinthatlabhave
broadbandaccesstotheInternet.Everyteacherhasbeenissuedapersonallaptop,andevery
classroomhasSmartboardcapabilities.
ThismainlyConstructivisttrainingwilltakeplacebeforeclassesbeginthisfall.Itwillbe
partoftheinserviceweekalreadyplannedforthethirdweekofAugust.Assuch,thetrainingwill
notinfringeonstaffmemberspersonaltime.Ifthetrainingiswellreceived,itmaybeutilized
throughoutthedistrictinthecomingmonths.Inshort,thelifespanoftheinstructionisindefinite
atthistime.
Scope
Thestaterubricforassessingopenendedwritingresponseswillbeconsidered
extensivelyandusedtoassessstudentwritingsamples.TheWHATandAPEmodelswillbe
usedtoteachlearnersmethodsforinstructingtheirstudentshowtorespondtoopenended
questions.Finally,GoogleSlidesandEdmodowillbeutilizedtofacilitatecollaborationand
revisingofwriting,alongwithfacilitationoffeedback.Theseactivitieswilltakeplacetohelp
teacherstoassiststudentsinimprovingtheirwritingskillsandtohelpteacherstolearntouse
technologyintheirinstructiononaregularbasis.
Time/Place,Access,andDispersion
ThissynchronoustrainingwilltakeplaceinthecomputerlabattheNorthwestcampus
duringinserviceinAugustof2015.Thetrainingwillberecordedforviewingbythosewho
cannotattendorthosewhowishtoreconsidertheconceptstaughtinthetraining.Thevideo
andalltrainingmaterialswillbemadeaccessibleonthedistrictserver.Finally,observationsof
26
learnerswilloccurafterthetraining,allowingthetrainertodeterminelearnermasteryof
techniques.
TypeofInstruction
Thetrainingwillbeinstructorledatfirst.Thiswillincludetheoverviewoftherubricand
howtouseit,aswellastheoverviewofGoogleSlidesandEdmodo.Duringeachpartofthe
training,teacherswillworkinpairs(bysubjecttaught)tomasterthematerials.
AudienceType
TheaudiencewillconsistofalargegroupofalltenteachersattheNorthwestcampus.
Attimesduringthetraining,pairswillworktomasterobjectivesandtoultimatelyreteachthe
conceptstothelargegroup.Again,allteachershaveaminimumoffiveyearsteaching
experience,andallofthemarefamiliarwiththecultureoncampuswhichdictatesthatthey
attendsuchtrainings.
LearningProcesses
Learnerswillobserveandanalyzethematerialsbeingpresented.Then,theywill
collaboratetocreateaposterthatdemonstratesmasteryofthestaterubric.Theywill
alsocollaborate(pairs)tocreateresponsestoanopenendedpromptandreteachthe
conceptsdiscussedinthetraining.Thiswillbesupplantiveandgenerativeinnature.
Assessment
Learnerswillbeassessed(formative)baseduponthepostertheycreatetodemonstrate
masteryoftherubric,aswellastheirGoogleSlideandthereteachingofconceptslearned.The
27
summativeassessmentswilloccurviatheendoftrainingsurveyandduringtheinstructors
observationsofteachersclasses.
Delivery
Thetrainingwillbefacetofaceandblended.Aliveinstructorwillintroducelearnersto
thestaterubricandhowtouseittoassessstudentwriting;theywillalsobecreatingGoogle
SlidesandusingEdmodoforpresentationsandfeedback.Thisisalinearapproach.
Instructionaltechnology
TheinstructorandlearnerswillusetheInternet,GoogleSlidesandEdmodo.Google
SlidesandEdmodowillbeusedtodemonstratemasteryofconceptslearnedandtofacilitate
feedbackaftereachpairreteachesconceptslearnedtothelargegroup.
LengthandLifespan
Thetrainingwilllastforaboutthreehours.Thelifespanisunknown,forthetraining
maybeadoptedbythedistrictasawhole.
Need(Thiswillbeaddressedinmoredetailonotherpages)
ThistrainingwillhelpthestaffattheNorthwestcampusofSouthwestPreparatory
SchoolDistricttoimproveinstructionthroughtheuseoftechnologyandtohelpstudents
improvetheirwritingskillsbyprovidingthemwithastandardizedmethodfordoingsoinall
classrooms.
28
Moreover,becausethereisanissuewithstaffturnoverinthisdistrict,thesemethods
canbetaughttonewstaffmemberssothattheywillbeteachinginamannerreflectiveofwhat
isexpectedinthecultureattheNorthwestcampus.
TransferContext
Teacherswhoattendthetrainingsessionwilltransfertheskillsandmethodstheylearn
totheirownclassrooms.TheywillutilizeGoogleapplicationsandEdmodoindailyinstruction,
andtheywillteachtheirstudentshowtoutilizethem.Thelearnerswillalsotransferthewriting
methodstotheirstudents,whowillusethemtowritebetterresponsestoopenended
questionsinclass.Forthestudents,theseanalyticalskillswillthentransfertotheworkplaceor
college.
FormativeAssessment
1. Attheendofthefirsthouroftraining,learnerswillpresentpostersthatdemonstratetheir
understandingofthestaterubricforassessingresponsestoopenendedpromptsand
howitisused.Atleast90%oftheattendeesmustagreethateachpresentingpairhas
masteredthemethodsinquestionbeforeadditionalcomponentsofthetrainingwith
occur.
2. Attheendofthesecondhouroftraining,learnerswillhavecreatedaGoogleSlides
presentationthatcentersaroundtheuseoftheWHATprewritingmethodandthe
APEresponsemethod.TheywillpostittoEdmodoinpreparationforreteachingall
conceptstothelargegroup.Atleast90%oftheattendeesmustagreethateach
presentingpairhasmasteredthemethodsinquestionbeforeadditionalcomponentsof
thetrainingwithoccur.
29
3. Inthethirdhouroftraining,learnerswillreteachallconceptslearnedtothelargegroup.
FeedbackwillbeprovidedinrealtimeviaEdmodo.Atleast90%oftheattendeesmust
agreethateachpresentingpairhasmasteredthemethodsinquestion.
SummativeAssessment
Attheendofthetraining,learnerswillrespondtoasurveyaboutthesession.Their
answerswillallowthetrainertoassessthetrainingandmakeimprovements.Also,thetrainer
willvisiteachlearnersclassroomatleasttwiceafterthetrainingtoassesstheirabilitytousethe
methodstheylearnedinthesession.
Becausethistrainingisbeingdevelopedduringthesummer(andschoolisnotin
session),the
onlyoneononeassessmentofthetrainingthatwilloccuriswhatwilltakeplace
duringmeetingswiththeSMEs.Nosmallgrouptrialswillbeconducted.Thefieldtrialwill
actuallybethetrainingwiththestaffthattakesplaceinAugust.Feedbackfromattendeeswill
beutilizedtoenhancethetraining.
PerformanceObjectives(Restated)
1. InthefirsthouroftheinservicetrainingthatwilloccurthisAugust,learnerswilllearn
aboutthestaterubricforassessingwrittenresponsestoopenendedquestions.In
pairs,theywilldemonstratemasteryoftheuseoftherubricbyreteachingtheconcepts
tothelargegroupsothattheycanlaterusetherubriceffectivelywiththeirstudents.
2. Inthesecondhouroftraining,pairsoflearnerswilldemonstratemasteryofGoogle
SlidesandEdmodobycreatingaGoogleSlidespresentationthatincludestheWHAT
andAPEmodelsforwritingresponsestoopenendedquestions.Theywillsharetheir
responseviaEdmodoinpreparationforreteachingtheconceptstothelargegroup.
Thisistohelplearnerstousethetechniqueswiththeirownstudents.
30
3. InthethirdhourofthisAugustinservicetraining,pairswillreteachallconceptslearned
inthesessionandreceivefeedbackviaEdmodo.Thisagainwillhelplearnerstobe
betterpreparedtousethemethodswiththeirownstudents.
Part2.6Analysisofthecontent:
ThistrainingisbasedupontheGerlachandElyandtheDickandCareymodelsof
InstructionalDesign.Thisauthorsreasonsforbasingthemodelonbothisthatthisauthor
thinksthatthereareaspectsofbothmodelsthatreallyappealtotheauthorandthatwillhelp
theauthorincreatingasuccessfultrainingsession.
Intheend,themodelthatthiswritercreatedisabitofamixofthepreviously
mentionedtwomodels.TheGerlachandElymodelisoutlinedfirst,followedbyarationalefor
theuseofthismodelaspartofthebasisofthiswritersown.Thisincludesgraphicsthat
representstatetestresultsfor9thgradersfromlastyear,alongwithtestresultsforthe9th
gradersattheSouthwestPreparatorySchoolDistrict(NorthwestCampus).Thisauthorhasalso
includedarepresentationoftheDickandCareymodel,alongwitharationalefortheuseofthis
modelaspartofthebasisofthewritersmodel.Thisportionofthisdocumentincludesa
stepbystepoverviewofthemodel,alongwithanexplanationofhoweachaspectappliestothe
trainingthiswriterisdeveloping.
Finally,thiswriterhasincludedthecombinationmodelthatthisauthorcreated.It
representsanamalgamationoftheGerlachandElymodelandtheDickandCareymodel.
AnOverviewoftheGerlach&ElyModel/Howitwasusedinthedesignofmymodel:
31
TheGerlachandElymodelisseenabove.ItinvolvesSpecificationofContent,Specificationof
Objectives,andAssessmentofEnteringBehaviors.Italsocontainsfiveaspectsthatare
consideredatthesametime:DeterminationofStrategy,OrganizationofGroups,Allocationof
Time,AllocationofSpace,andSelectionofResources.Finally,themodelallowsforEvaluation
ofPerformanceandAnalysisofFeedback.Abreakdownofeachoftheseaspectswillfollow.
ThisAuthorsVariationoftheGerlachandElyModelcanbeseenbelow.
32
ExplainingtheModel:
AccordingtoGustafsonandBranch(2002),theGerlachandElymodelisamixof
concurrentdevelopmentactivities(p.39).GustafsonandBranch(2002)alsoindicatethatthe
entrypointofthemodelcallsforidentifyingcontentandspecifyingobjectivesassimultaneous,
interactiveactivities(p.39).ThesepointsarerepresentedinthegraphicasAandB
33
respectively.Theseareaspectsofthismodelthatapplytothemodelthiswriterdeveloped.This
authordidspecifycontentobjectivessimultaneously,andthisinvolvedinteractivedevelopment.
Tospecifythecontentandobjectivesforthetrainingthiswriterisdeveloping,thisauthor
determinedneedbaseduponrecentstateandcampustestscores,alongwithdiscussions
aboutthematterswiththecampusprincipal.
Additionally,GustafsonandBranch(2002)indicateanotherkeyfeatureoftheirmodel,
statingthatitrecognizesthecontentorientationofmanyteachers(p.39).Thesefactorsmake
thismodelidealforworkingwithteachers,forsoofteneducatorsdohaveaprimaryfocuson
content.Havingtaughtclassesfortwentyoneyears,thiswritercanattestthatsuchan
assessmentofteachersisaccurate.ThisisyetanotherreasonwhiletheGerlachandEly
appealedtothisauthorandinfluencedthedesignofthefinalmodel.
Whenitcomestodefiningobjectivesanddecidinguponhowtodesignthemodel,ID
specialistsmayconsiderthecontentfocusofteachers.Sooften,educatorsbegindeveloping
lessonsbaseduponobjectives.Asareflectionofthis,GustafsonandBranch(2002)indicate
thatlearningobjectivesaretobewrittenandclassifiedbeforemakingseveraldecisionsabout
design(p.41).Thisauthormustadmitthatthiswriterdidthiswhendeterminingobjectivesfor
thistraining,forthisauthorhasworntheteacherhatforalongtime.Thiswriterhadtofocus
onsteppingoutofthatrolewhenrevisingthetrainingitself.Withthatsaid,theobjectivesfor
thistrainingincludethefollowing:
1.Afterviewinganddiscussingthestaterubricforgradingopenendedresponses,learnerswill
respondtoopenendedquestionsusingmethodscoveredbythetraining.
A. Learnerswilldemonstrateunderstandingofthestaterubricbyusingittogradewriting
samples.Theywillratewritingsampleswithatleast90%accuracy.
34
2.LearnerswillincorporatetoolssuchasGoogleDocs,GoogleSlides,andEdmodoto
demonstratemasteryoftheWHATmodelandtheAPEmodel.
A. LearnerswillusetheWHATmodelforprewritingtoplanaresponseoftheirown.
B. LearnerswillusetheAPEmodelforwritingaresponsetocreatethefinalwritten
product.
C. Theinstructorwillassessthesewritingstodetermineiftheymeetstandardsatleast90%
ofthetime.
3.Learnerswillcollaboratewithpeerstocreateopenendedresponsestogivenprompts.
A. Inpairs,teammemberswilldecidewhichoftheirtworesponsesbetterrepresentsthe
elementsoftheWHATmodelandtheAPEmodel.
B. ThepairswillwritetheiragreeduponresponseinGoogleSlidesandpostittoEdmodo
inpreparationfordemonstratingmasterybyteachingtheentiregroupaboutWHATand
APEwhileincorporatingtheirwrittenresponse.Again,theinstructorwillassessthese
writingstodetermineiftheywouldmeetthepassingstandardsetbythestateatleast
90%ofthetime.
4.Learnerswillteachpeersaboutresponsestoopenendedquestionsandrespondtopeer
critiquesoftheirownresponsestothequestions.
A. LearnerswillteachthegrouptheWHATandAPEmethodsbyutilizingtheirwritten
responsesasparagraphstocritiquewiththestaterubric.Thiswillbedonebyposting
theirGoogleSlidetoEdmodoforeasierdemonstrationandfeedback.
35
B. ThelargegroupwillprovidefeedbackinwrittenformbypostingcommentstoEdmodo
andthroughgroupdiscussion.Thoseparagraphsthatarenotdeemedpassingby90%
ofthelargegroupwillberevised.
C. Learnerswillutilizefeedbacktorevisetheirwrittenresponsesforfinalcritiquevia
commentstobepostedonEdmodo.
Note:Thefactthatthisdesignercouldmakedecisionsaboutobjectivesbeforedesign
reallyappealedtothiswriter,forthisauthorisdevelopingthistraininginaveryshortperiodof
time.Moreover,mostofthekeystakeholdersarenotatworkrightnow(schoolisoutfor
summer),andreachingthemissomewhatdifficult.Theonlystakeholderthatthisdesignercan
regularlycontactisthecampusprincipal.
GustafsonandBranch(2002)statethatthenextsteptoGerlachandElysmodelis
assessingtheentrybehaviorsoflearners(p.41).ThisisrepresentedinthegraphicasC.This
wasthetimeduringthedesignprocessduringwhichtheskillsthatlearnersalreadypossess
wereidentified.Bytalkingtothecampusprincipal,thisdesignerverifiedthefactthatallteachers
hadbeentrainedwithEdmodo,GoogleSlides,andGoogleDocs.Thiswriteralsotalkedwith
herabouttheirknowledgeofthestaterubricforgradingopenendedresponses.Havingbeena
partofallofthesetrainings,thisdesignerknewtheanswersshewouldgive,butthisauthor
wantedtodoublecheckwithherbeforemovingforward.Thiswasthepartofdesignwhentools
suchassurveyswereusedtohelpthedesignertodeterminewhatlearnersneedswere.For
example,whenthisdesignersentoutthesurveythiswritercreatedtoourstaffmembers,this
designerincludedquestionsaboutlearnersunderstandingofthestaterubricforgrading
openendedresponses.Thisauthordidsotoreverifythefactthatmostofthestaffdidnothave
muchknowledgeofthisrubric.HavingresearchedtherequirementsforassignmentsforEdTech
503beforetheclassstarted,thisdesignerwasabletodistributethesurveyandgetresponses
36
beforethestaffbecameunreachable.Inanyrespect,theneedforincludingtrainingaboutthe
rubricwasvalidated.
IntheGerlachandElymodel,fiveactivitiesareperformedatthesametime,including
determiningstrategy,organizinggroups,allocatingtime,allocatingspaceandselecting
resources.TheseprocessesarerepresentedinthegraphicasD.Whendesigningthis
training,thiswriterdeterminedstrategybasedupontestresultsforthestateandthecampus,as
wellasconversationswiththeprincipalaboutwhattheparticipantswouldneedintermsof
training.Whendecidingupongroupingtrainees,thisauthorconsideredvariouspossibilities.
GustafsonandBranch(2002)writethatstudentscanbeorganizedintoconfigurationsranging
fromselfstudytowholeclassactivitiesbaseduponstrategies,space,timeandresources(p.
41).Withthisinmind,thisauthordecidedthatforthemajorityofthetrainingsessionteachers
wouldbepairedbythesubjectmattertheyteach.Theideawastoallowthepairstodiscuss
waystoimplementeachaspectofthetrainingintheirownclassrooms.Duringthefirstandlast
partsofthetraining,teacherpairswillbepresentingtothelargergrouptoallowformasteryof
contentthroughreteachingandtoallowforeaseoffeedback.Duringallpartsofthetraining,
thisdesignerwillserveasafacilitator.
AkeyaspectoftheGerlachandElymodelistheallocationoftime.Gustafsonand
Branch(2002)indicatethattimeisviewedasaconstanttobedividedupamongvarious
strategies(p.41).Assuch,thisauthordividedthethreehourtrainingupintofourparts.During
thefirsthour,traineeswillbeintroducedtothestaterubricforgradingopenendedresponses
andwillevaluatestudentwritingsamplesbyusingtherubric.Inpairs(baseduponsubject
taught),traineeswillcreateposterstodemonstratetheirmasteryoftherubricandabilityto
correctlyratestudentwritingsamples.Thiswillallowforfeedbackfromthelargergroup.This
designerisfullyawarethatthisisagreatdealofcontenttocoverinthreehours.Itispossible
37
thatthisauthorwillhavetomeetwiththestaffoverthecourseofafewdays,extendingthetime
oftraining.Regardless,thiswriterintendstofollowupwithallstaffmembersatleasttwiceafter
thetrainingtodeterminewhetherornottheyareutilizingtheapplicationsandmethods
demonstratedinthetrainingandwhetherornottheyneedanyassistancefromthisdesigner.As
itstandsnow,though,duringthesecondhouroftraining,attendeeswillreconsidertheattributes
oftoolssuchasGoogleDocs,GoogleSlides,andEdmodo.Whileeverystaffmemberhasbeen
previouslytrainedinusingthesetools,fewdoso.Theideahereistodemonstratehowusing
suchtoolscanmotivatestudentstoworkharderandtomakemoreofaneffort.Duringthis
time,thepairs(baseduponsubjecttaught)willwritetheirownresponsestoopenended
promptsusingtheWHATprewritingmethodandtheAPEresponsemethod.Theywill
transferthebetterofthetworesponsestoGoogleSlidesinpreparationforreteachingthe
conceptstothelargegroupandinpreparationforfeedback.Finally,inthelasthourofthe
training,thepairswillpresenttheiroriginalcompositionsinGoogleSlidesviaEdmodo.This
reteachingwillhelpeachtraineetomasteralloftheskillsinvolvedinthesession,anditwill
affordeverypersonanopportunitytoprovidefeedback.Thiswillalloweachgrouptoimprove
theirpresentationforfutureusewiththeirstudents.
AnadditionalaspectoftheGerlachandElymodelistheissueofspace.Gustafsonand
Branch(2002)statethatspaceisnotaconstantbecauseteacherscanandshouldextend
learningexperiencesbeyondtheclassroom,whichitselfcanberearrangedfordifferent
groupingpatterns(p.41).Thisdesignertookthistoheartwhendetermininghowtoarrange
thedesksinthetrainingroom.Thiswriterhadfullyintendedtoconfiguretheroomtofurther
facilitatediscussionbythepairsandbythelargegroup.Unfortunately,becausethecomputers
arewiredtotwowallsandbecauselong,multipersondesksareusedintheroom,thisdesigner
couldnotrearrangetheroomtofurtherfacilitateinstruction.Thisisnotreallyamajorfactor,
38
though,forthemajorityofthetrainingwillbedoneinpairs,andeachattendeewillhave
computeraccessregardlessofwhereheorsheisseated.
YetanotherkeyaspectoftheGerlachandElymodelisselectionoftheresourcestobe
usedinthetrainingsession.GustafsonandBranch(2002)explainthatselectionofresources
focusesontheteachersneedtolocate,obtain,andadaptorsupplementexistinginstructional
materials(p.41).Tomeetthiscomponentofthemodel,thisdesignerselectedmaterialsby
locatingthestatetestresultsforthispastyear,alongwiththeresultsforthecampus.Thiswriter
alsoacquiredstatereleasedtestpreparationmanualstouseduringtheexplanationoftherubric
andforstudentwritingsamples.Thesematerials,alongwithmaterialsthiseducatorhas
created,willserveasthebulkoftheresourcesusedinthetraining.Traineeswillalsohave
accesstocomputers,theInternet,GoogleSlides,Edmodo,andaSmartboard.
OneofthemostimportantpartsoftheGerlachandElymodelistheevaluationprocess.
GustafsonandBranch(2002)expresstheideathatfollowingthesefivesimultaneousdecisions
isevaluationofperformanceandthatthisstepdirectstheteacher/designersattentionto
measuringstudentachievementandthestudentsattitudestowardthecontentandinstruction
(p.41).ThisisrepresentedinthegraphicasE.Inordertofacilitatethisprocess,thisauthor
designedaposttrainingsurveythatwillbedistributedviaSurveyMonkey.Thiswillallow
participantstobecompletelyhonestintheirfeedback.Thesurveyquestionsareincludedatthe
endofthisdocument.
Finally,GustafsonandBranch(2002)statethatanalysisofthefeedbackfocuseson
reviewingallearlierstepsinthemodel,particularlytheobjectivesandstrategiesused(p.42).
ThisisrepresentedinthegraphicasF.Obviously,sincethisdesignerhasnotconductedthis
trainingyet,thispartoftheirmodelhasnotbeenaddressed.Itwillbeconsideredafterthe
trainingsessionisoverandfeedbackhasbeenacquired.Thisdesignerisalsoplanningforthe
39
pairstomeetwiththeinstructoratleastonceamonthtoensurethatthemodelsarebeingused
intheirclassrooms.
Part2.6Analysisofthecontent(Cont.):
IntheGerlachandElymodel,analysisoflearningcontentisreferredtoasassessing
theentrybehaviorsoflearners(p.40).DickandCarey,ontheotherhand,wouldrefertothis
processasconductinginstructionalanalysisandanalyzinglearnersandcontexts(p.61).
Basically,theideahereistodeterminewhatskillslearnersalreadyhavebeforethetraining
begins.Asthisauthorstated,thiswriterdeterminedthattherewasaneedforteachersatthe
NorthwestcampusofSouthwestPreparatorySchoolDistricttounderstandandbeabletoapply
thestaterubricforgradingopenendedresponses.Thiswasdeterminedbyanalyzingtest
resultsandthroughconversationwiththecampusprincipal.Additionally,inthatsame
discussion,thisdesignertalkedtotheprincipalaboutthemeritsofusingtechnologywhen
teachingwriting.Weagreedthatsincetheteachershadalreadybeentrainedintheuseof
EdmodoandGoogleapplicationsandsincethisdesignerwasusingthemtopromotestudent
successinthiseducatorsclassroom,itwouldbeworthwhiletoprovidetheteacherswitha
refreshertrainingonusingthesetools.Byincorporatingtheiruseintothewritingtraining,the
intentistoshowteachershoweasythesetoolsaretouse,howtheypromotecollaboration,how
theymotivatestudents,andhowtheyenhanceinstruction.Thiswillremovesomeofthefear
factorthatsomeoftheteachershavewithregardtousingtechnologyintheirclassroomsand
willhopefullyleadtoallteachersusingthesetoolsintheirinstruction.Everyteacheroncampus
isfullycapableofusingthesetools,forthedemonstratedasmuchinprevioustrainings.Nowit
istimeforthemtoactuallydoso.Finally,throughthesurvey,thisdesignerwasableto
determinethatlearnerswereinterestedinhowtoutilizethestaterubricandhowEdmodoand
Googleapplicationscouldhelpthemwithinstruction.Theenvironmentforthetraining,
40
therefore,shouldbeapositiveone,forallteachersseemmotivatedtodowhatevertheycanto
helptheirstudentsbecomebetterwritersandmoreskilledwithvarioustechnologicaltools.In
theend,sincepartofourpayistiedtotestresults,thereisamotivationalfactorinthisaswell.
TheDick&CareyModelsinfluenceonmydesign
41
ExplainingtheModel
AccordingtoGustafsonandBranch(2002),theDickandCareymodelhasbecomethe
standardbywhichallotherIDmodels(andalternativeapproachestodesignand
developmentofinstruction)arecompared(p.59).Additionally,themodelmightbeconsidered
productorientedratherthansystemsorienteddependingonthesizeandscopeofstepone
activities(p.59)andisalsoapplicabletoprojectshavingamorelimitedfocus(p.61).These
aspectsofthemodelreallyappealedtothisdesigner,formanyoftheresourcesthiseducatoris
developingdoseemtobeproductoriented,andtheydoseemtohavesomewhatofalimited
focus.Thewaythiswriterisdesigningthetrainingisinawaythatitreallyisfocusedonhelping
thestaffofasmallschooltoimprove.Whileitmightlaterbeusedtohelptheentiredistricts
staff,thatisnotacertainty.Assuch,theseaspectsoftheDickandCareymodelinfluencedthe
design.GustafsonandBranch(2002)alsostatethatthemodelbeginswithassessingneedsto
identifygoalsandthatitpromotesneedsassessmentproceduresandclearandmeasurable
goals(p.61).Theseaspectsappealedtothisdesigneraswell,forintheoriginaldesign,itwas
notveryclearhowlearningsuccesswouldbemeasured.Thiswriterthereforeadjustedthe
learninggoalstodemonstratewhatcriterianeededtobemetbythelearnerstodemonstrate
masteryoftheconceptsinquestion.
GustafsonandBranch(2002)indicatethatthenextstepintheDickandCareymodelis
towriteperformanceobjectivesinmeasurableterms,followedbydevelopingassessment
instruments(p.61).Thispartofthemodelisakintotheperformanceobjectivescomponentof
theGerlachandElymodel.Assuch,thisdesignerwentbackandrevisedtheoriginal
performanceobjectives(asseenaboveintheGerlachandElyportionofthisrationale).With
regardtodevelopingassessmentinstruments,thisdesignerintendstousethestaterubricas
42
anassessmenttoolthatcanbeusedbythelargegroupwhenratingtheworkofthesmaller
groups.
GustafsonandBranch(2002)writethatthenextaspectoftheDickandCareymodelis
todevelopandselectinstructionalmaterials(p.61).Forcomparison,thisroughlyequatesto
thepartoftheGerlachandElymodelthatrequiresthedeterminationofstrategy,the
organizationofgroups,theallocationoftime,theallocationofspace,andforselecting
resources.Asstatedpreviously,thisdesignercollectedresourcesfromtheTexasEducation
Agencythatincludedthestaterubricandstudentwritingsamplesthathadbeenratedwith
annotations.Thiswriteralsoincludedmaterialsthiseducatordeveloped.BecauseDickand
Careyseeminglypreferoriginaldevelopment(p.61),thisaspectoftheirmodelappealedto
thisdesigner.Afterall,manyofthecomponentsoftheWHATandAPEmodelsthatteachers
willusetowritetheirownresponsestoopenendedquestionsweredevelopedbythiswriter
afterbeingintroducedtothemodelsbyanexpertfromtheRegion20EducationServiceCenter.
Finally,GustafsonandBranch(2002)indicatethatnextintheprocessistodesignand
conductformativeevaluationofinstruction(p.61).Thisisdonesothatrevisionofinstruction
canoccur.ThisaspectoftheirmodelissimilartotheevaluationphaseoftheGerlachandEly
model.Still,whilethereissomeoverlapbetweenthetwo,thiswritertookcaretocreatea
formativeassessmentthatwillassistthisdesignerinrevisingthetrainingtoimproveuponit.
Afterall,thiswriterdoesnotexpectthetrainingtobeperfectthefirsttimethiswriterutilizesit,
andthisdesignerwelcomestraineefeedback.Theposttrainingsurveyisincludedbelow.
ComponentsofthePosttrainingsurvey(TobedistributedviaEdmodoattheendofthe
training)
:
1.
What,ifanything,wouldyouchangeaboutthistrainingsession?
2.
Whichpartofthetrainingsessiondidyoufindmosthelpful?Why?
3.
Whichpartofthetrainingsessiondidyoufindleasthelpful?Why?
43
4.
What,ifanything,wouldyouchangeaboutthefirstportionofthetraining(overviewofthe
staterubricandassessingstudentwritingsamples)?Why?
5.
What,ifanything,wouldyouchangeaboutthesecondportionofthetrainingsession
(PracticewithGoogleSlides,GoogleDocs,andEdmodo)?Why?
6.
What,ifanything,wouldyouchangeaboutthethirdportionofthetrainingsession(Using
WHATandAPEtocreateresponsesonGoogleSlides)?Why?
7.
What,ifanything,wouldyouchangeaboutthelastpartofthetraining(Grouppresentations
andfeedbackwithEdmodo)?Why?
8.
Pleaseincludeanyothercommentsorsuggestionsaboutthetraininghere.
GustafsonandBranch(2002)writethatintheDickandCareymodel,twostepsare
doneinparallel:conductinstructionalanalysisandanalyzelearnersandcontexts(p.61).As
thisdesignerhasindicated,thetrainingsessionitselfwillbeheldinthecomputerlabatthe
NorthwestcampusofSouthwestPreparatorySchoolDistrict.Therearemorethanthirty
fullyfunctioningcomputers(eachallowingforInternetaccess)arrangedalongthewallsofthe
room.Onlytenstaffmemberswillbeinvolvedinthetraining.Thestaffmemberswillworkin
pairs(bysubjectmattertaught)forthemajorityofthetraining.Perobservationsofstaff
membersanddiscussionswiththecampusprincipal,nostaffmemberhasanyneedfor
assistivetechnology.Insum,alllearnersneedshavebeendefinedandmetpriortowritingthe
goalsandobjectivesforthistraining.Appropriateinstructionalmaterialshavebeenprepared
andwillbereadilyaccessibletoeverypersonwhoattendsthetrainingsession.
Additionally,theneedforinstructionhasalreadybeenoutlined,forthestudentsofthe
Northwestcampus(particularlythe9thgraders)havenotdemonstratedmasteryofresponding
toopenendedpromptsontheSTAARtest.Moreover,thecampusprincipalwantsteachersof
44
allsubjectstoreinforcemethodsforwritingresponsestoopenendedpromptsduring
instruction,andshewantstheteacherstousetechnologytodoso.
ThenextstepintheDickandCareymodelrequiresthedevelopertowriteperformance
objectives,onesthataremeasurable.Thisdesignermodifiedtheperformanceobjectivesthat
werepostedwiththeGerlachandElymodeltoreflectthemeasurableaspect(the
SpecificationofObjectivesaspectoftheGerlachandElymodel),andthiswriterpostedthem
withtheGerlachandElymodel.
Theyarelistedagainhere:
A.
LearnerswillusetheWHATmodelforprewritingtoplanaresponseoftheirown.
B.
LearnerswillusetheAPEmodelforwritingaresponsetocreatethefinalwritten
product.
ofthetime.
A.
Inpairs,teammemberswilldecidewhichoftheirtworesponsesbetterrepresentsthe
elementsoftheWHATmodelandtheAPEmodel.
B.ThepairswillwritetheiragreeduponresponseinGoogleSlidesandpostittoEdmodoin
preparationfordemonstratingmasterybyteachingtheentiregroupaboutWHATandAPE
45
whileincorporatingtheirwrittenresponse.Again,theinstructorwillassessthesewritingsto
determineiftheywouldmeetthepassingstandardsetbythestateatleast90%ofthetime.
A.
LearnerswillteachthegrouptheWHATandAPEmethodsbyutilizingtheirwritten
Theseobjectiveswillbemeasurable(perthenextstepintheDickandCareymodel)
throughtheuseofanassessmentthatisbaseduponthestaterubric.Theywillalsobe
measurablethroughtheuseofrubricsthisdesignerhasdevelopedfortheGoogleSlidesand
Edmodoportionsofthetraining.
Nextintheprocessistodevelopandselectinstructionalmaterials.Thisiscomparableto
theportionoftheGerlach&Elymodelthatrequiresthedeterminationofstrategy,the
organizationofgroups,theallocationoftime,theallocationofspace,andforselecting
resources.ThisauthormetthispartoftheDick&Careymodelbyobtainingthestaterubricfrom
theTexasEducationAgencywebsite,wherethisdesignerwasalsoabletodownloadreleased
samplesofstudentwritings(annotated).Thesematerialswillbeusedtohelpteacherstomaster
therubricandhowtoapplyittotheirownstudentswork.Furthermore,thiswriterobtainedthe
WHATprewritingmodelandtheAPEresponsemethodfromanexpertfromtheRegion20
46
EducationServiceCenter,materialsthatthiseducatormodifiedforpersonaluse.These
materialswillhelpteacherstounderstandwhatagoodopenendedresponselookslikesothat
theycanbetterinstructtheirownstudentsinusingthesemodels.
GustafsonandBranch(2002)indicatethatnextintheprocessistodesignandconduct
formativeevaluationofinstruction(p.61).ThisiscomparabletotheEvaluationofPerformance
portionoftheGerlachandElymodel.
ThefinalpartoftheDickandCareymodelrequiresthiswritertodesignandconduct
summativeassessment.ThisiscomparabletotheAnalysisofFeedbackportionoftheGerlach
andElymodel.Thesummativeassessmentwilltakeplaceduringtwofollowupsessionswith
eachteacher.Thisdesignerwillbeobservingtheirclassesandusingrubricsthatthiswriter
developstoratetheircapabilitieswithregardtothestaterubric,theWHATandAPEmodels,
andtheiruseofEdmodoandGoogleapplications.
47
Belowisthisdesignersfinalmodel,onethatcombinesaspectsoftheGerlach&Ely
modelwithaspectsoftheDick&Careymodel:
48
Part2.7LearningTaskAnalysis:
Accessingthestaterubric(inEdmodo)andapplyingittowritingsamples
49
UtilizingGoogleSlides,EdmodoandWritingmethodstocreatePresentation
DemonstratingmasteryofWritingMethods,UseofEdmodo,UseofGoogleSlidesandGetting
Feedback
50
Learningtheoriesandtheirimpactonthecreationofthistraining
ErtnerandNewby(2013)outlinethecharacteristicsofthreeofthemajorlearning
theories:Behaviorism,CognitivismandConstructivism.Eachoftheselearningtheorieshashad
someimpactonthemodelthisdesignercreatedandonthetrainingasawhole.Assuch,this
writerfeelscompelledtoexplaineachtheoryonabasiclevelandthendescribehoweachhas
impactedthistraining.
A. Behaviorism
:ErtnerandNewby(2013)statethatBehaviorismequateslearningwith
changesineithertheformorfrequencyofobservableperformanceandthatlearningis
accomplishedwhenaproperresponseisdemonstratedfollowingthepresentationof
specificenvironmentalstimulus(p.48).ErtnerandNewby(2013)alsostatethatno
attemptismadetodeterminethestructureofthestudentsknowledgenortoassess
whichmentalprocessisnecessaryforthemtouseandthatthelearnerischaracterized
asbeingreactivetoconditionsintheenvironmentasopposedtotakinganactiverolein
discoveringtheenvironment(p.48).Inotherwords,thistypeoflearningtakesplace
whenaninstructorgivessomesortofcommandandlearnersareexpectedtorespondin
apredeterminedmanner.Theonlyaspectsofthistrainingtowhichthisstyleoflearning
mightapplyaretheopening,whenstudentsareexpectedtofollowtheinstructors
exampleandlistthecharacteristicsofthestateassessmentrubricforgrading
openendedparagraphsandwhenlearnersareexpectedtoreportbacktothelarge
groupabouttheseaspects.Otherthanthosetwoaspects,thisdesignersmodeland
trainingarebasedmoreuponotherlearningtheories.
B. Cognitivism
:Componentsofthislearningtheorybywritingthatitstressesthe
acquisitionofknowledgeandinternalmentalstructuresandthatLearningisequated
withdiscretechangesbetweenstatesofknowledgeratherthanwithchangesinthe
51
probabilityofresponse(BowerandHilgard,1981,ascitedinErtnerandNewby,2013,
p.51).Thislearningtheoryfocusesonthementalactivitiesofthelearnerthatleadupto
aresponseandacknowledgestheprocessesofmentalplanning,goalsetting,and
organizationalstrategies(Shuell,1986,ascitedinErtnerandNewby,2013,p.51).It
seemsthatCognitivismisconcernedwithhowlearnersthinkandhowtheyorganize
thosethoughts.Thistheoryismoreapplicabletothisdesignersmodelandtrainingthan
Behaviorism.Thiswritersmodelandtraininginvolvesuchaspectsasapplyingtools
andcollaborationbetweenlearners.Inotherwords,thelearnersareexpectedtoreason
anddiscusshowtheycometocertainconclusions.Moreover,theyareexpectedtoteach
theconceptstheylearntothelargegroup,ataskthatwillinvolveagreatdealof
organizationofthoughts.Assuch,Cognitivismdoesimpactthisdesignerstrainingina
muchbiggerwaythanBehaviorism.
C. Constructivism
:Thistheoryisonethatequateslearningwithcreatingmeaningfrom
experience(Bednaretal,1991,ascitedinErtnerandNewby,2013,p.55).Ertnerand
Newby(2013)alsoexplainthatthistheoryalsoiscenteredaroundtheideathatlearners
donottransferknowledgefromtheexternalworldintotheirmemoriesrathertheybuild
personalinterpretationsoftheworldbasedonindividualexperiencesandinteractions
(p.55).FInally,ErtnerandNewby(2013)indicatethatinthistheory,transferof
knowledgecanbefacilitatedbyinvolvementinauthentictasksanchoredinmeaningful
contexts(p.56).Inotherwords,learningoccurswhenindividualsanalyzetheirown
experiencesandwhenlessonsarebasedonrealworldsituations.Thistheory,therefore,
appliestothisdesignersmodelandtraining,forthemethodsthistraineristeachingthe
learnerswillbeusedbythemtohelptheirstudentstobecomebetterwritersandbetter
usersoftechnology,aswellasimprovingteacherinstruction.
52
LearningTheory
ApplicationtothisdesignersModeland
Training
Behaviorism
Learningtousestaterubricandreportingto
thelargegrouponitscharacteristics
Cognitivism
Collaboration,discussionofreasoning,
teachingtheconceptslearnedtothelarge
group,organization
Constructivism
Applicationtoeachlearnerinhelpinghimto
becomeabetterteacher,aswellashelping
studentswithwritingandtechnologyskills.
Itisthisdesignersintenttorevisethistrainingtoreflectthecommentsmadebythose
whoattendthetrainingsession.Asthiswriterstatedbefore,thisauthordoesnotexpectthis
trainingtobeperfect,forthiswillbethefirsttimethisdesignerhasevercreatedatrainingunit
orpresentedoneofthiswritersown.Itwouldbefoolishonthisauthorsparttoassumethat
thisdesignerisnotmakinganymistakes.
Part3Planning
Part3.1Rationale:
TheSouthwestPreparatoryCharterSchoolDistrictinSanAntonio,TX.serves
approximately800studentsonfourdifferentcampuses,andtheNorthwestCampusprovides
instructiontoapproximately200students.Acrossthedistrictandthestate,studentsare
strugglingwiththeStateofTexasAssessmentofAcademicReadiness(STAAR)test,the
instrumentputinplacetomeasurestudentgrowthandtoholdeducatorsaccountablefortheir
teachingefforts.Thisassessmenttooldeterminestoagreatextentwhetherornotschoolsare
classifiedasAcceptablebythestate.ThosethatarenotlabeledAcceptableorabovebythe
stateareputintostages.Whenschoolsareinastage,theyareexpectedtomeet
53
statedeterminedimprovementstandardsbytheendoftheschoolyear.Thosethatdonotdoso
areeventuallycloseddown.Inshort,noschoolordistrictwantstobeclassifiedinastage.If
thetestresultsoftheSouthwestPreparatorySchoolDistrictdonotimprovesoon,thedistrict
mayendupbeingplacedinthefirststageofstatemandatedimprovement.
OneaspectofthetestthatiscausingdifficultyforTexasstudents(andSouthwest
PreparatorySchoolDistrictstudents)isthesectionthatrequiresstudentstoreadaselection
andrespondinparagraphformtoanopenendedprompt.Studentsareexpectedtosupport
theirclaimswithtextualevidence,but(baseduponfirsthandknowledgeasoneofthetwo
EnglishteachersattheNorthwestcampusoftheSouthwestPreparatorySchoolDistrict)they
typicallyhavedifficultydeterminingwhichevidencetoinclude.Moreover,theyoftendonot
answerthesesquestionsinenoughdepthtoreflecttruecriticalthinking.Inessence,teachersat
theNorthwestcampusmustfindwaystohelptheirstudentstoimprovetheirwritingskills.
Thesetestresults,alongwithdiscussionswiththeprincipal(aformerEnglishteacher)about
howtoimprovestudentresultsandhowtomotivateteacherstousetechnologyinthe
classroomonaconsistentbasis,clearlyestablishaneedforteachertraining.Itisbelievedthat
trainingteachersacrosssubjectareasinmethodstoimprovestudentwritingwillhelpstudents
toimprovetheirskillsacrosstheboard.Ultimately,thisshouldleadtobettertestscoresand
shouldenhancestudentsabilitytothinkcritically.
Additionally,theSouthwestPreparatorySchoolDistrictsteacherscontinuetostruggleto
st
teachstudents21
Centurylearningskills.Thecampusprincipalhasdeterminedthatthisis
unacceptable,forstudentswillneedsuchskillstobesuccessfulintheclassroomandinthe
workforce.EventhoughteachershavebeentrainedintheuseofGoogleDrive,GoogleDocs,
GoogleSlides,andEdmodo,veryfewhaveactuallycommittedtoutilizingthesetools.Assuch,
54
furthertrainingwhichwillincorporatemethodstoutilizethesetoolswhileteachingwritingskills
hasbeenrequested.
Thissynchronous,facetofacetrainingsessionwilltakeplaceinthecomputerlabonthe
Northwestcampus.Workingcomputerswillbeaccessibletoeverylearner,andInternetaccess
andserverreadinesshasbeenpredetermined.Thecomputersarefairlynewandhave
broadbandaccess.
Thetrainingwilllastfor3hours,atimeframethatincludestheactualinstructionandtime
fortraineestopracticeskillspresentedduringthesession.Alltenattendeesarefluentin
English,andeverylearnerhasatleastfiveyearsofteachingexperience.Halfofthelearners
haveearnedadvanceddegrees.Nolearnerhasanykindofspecialneed,andeverylearneris
motivatedtoattendthetrainingduetothecultureoncampusandduetothefactthattheirpayis
partiallydeterminedbystatetestresults.
Thefirsthourofthistrainingwillinvolveintroducingthestafftotherubricforopenended
responsesthathasbeenreleasedbythestate.Itwillalsoincludecritiquingstudent
writingsamplesbyjudgingthemwiththerubricanddeterminingelementsofwritingthatneedto
beimproved.First,therubricandthewritingsampleswillbeexplainedbytheinstructor,andthe
trainerwillmodelhowtoutilizetherubrictoscorewritingsamples.Then,inpairsbasedupon
subjectmattertaught,teacherswillpracticeratingthewritingsamplesbyusingthestaterubric
toscorethem.Theinstructorwillfacilitatethisprocess,walkingaroundtheroomandproviding
feedbackasthepracticesessiontakesplace.
Todemonstratemasteryoftherubricandofratingwritingsamples,attheendofthefirst
hour,thepairswillpresentpostersthatrepresenttheseconcepts.90%ofthetraineesmust
agreethateachpresentingpairhasmasteredtherubricandusingitbeforeotheractivitieswill
55
commence.Followuptrainingsessionsandclassroomvisitswillallowtheinstructortoassist
teachersastheutilizethemethodstheylearninthetrainingsession.
Duringthesecondhourofthetraining,theinstructorwilldemonstratetheuseof
techniquesthataremeanttoremindteachersofthefeaturesofGoogleDocs,GoogleSlides,
andEdmodo(especiallythosewhorefusetousesuchtools).Thisisbasicallyafollowupto
trainingteachershavealreadyreceived.Researchthatdemonstrateshowstudentswriting
skillsandtheirlevelofmotivationareimprovedthroughtheuseoftechnologywillbepresented,
alongwithanecdotessharedbytheinstructor(anEnglishteacher).Forexample,
Heitin(2011)
statesthat
techsavvyteacherstendtoagreethatdigitalwritingdiffersfromconventional
compositioninwaysthatcanspurstudentengagementandcreativity.Bydesign,
penandpapercompositionisaonepersonundertaking.Butdigitalwritingisoften
collaborative(retrievedfrom
http://www.edweek.org/tsb/articles/2011/04/04/02digital.h04.html)
.Heitin(2011)also
statesthatprogramslikeGoogleDocsalsoallowteacherstoworkmorecloselywith
studentsduringthewritingprocessandthatwithGoogleDocssharingcapabilities,
teachershaveaccessandcangivefeedbackwheneverawriterwouldlikethemtodoso
(retrievedfrom
.
Additionally,
Goldenberg,RussleandCook(2003)emphasizethemotivationalaspectsofusing
technologywhenteachingwriting,statingcomputersseemtomotivatereluctantwriters(18)
andthatstudentsaremorewillingtoengageandsustaininwritingactivitieswhentheyusea
computer(18).Inshort,thereisconclusiveevidencethatusingtechnologywhileteaching
writinghasapositiveimpactonstudentmotivationandqualityofwork.
Afterreconsideringhowtechnologycanhelpstudentswritebetter,methodstobeused
tohelpstudentstorespondtoopenendedpromptswillbedemonstrated.Themethodswere
56
developedbyanELAexpertatthelocalEducationServiceCenter.Theyhavebeenprovento
work,and,attheminimum,theygivestudentsaplanofattackwhenrespondingto
openendedprompts.TheyincludetheWHATmethodforprewritingandtheAPEmethod
forrecordingaresponse.
AfterbeingreintroducedtothefeaturesofGoogleSlidesandEdmodoandtothe
WHATandAPEmethods,teacherswillworkinpairstocreatetheirownwrittenresponsesto
promptswhileutilizingthesetechniques.Thisistoallowteacherswhoteachthesamesubject
todiscusshowtheymayusethetechniqueslearnedinthesessionintheirsubjectareas.The
pariswilltranscribeoneresponseintoGoogleSlidesandpostittoEdmodo(inpreparationfor
reteachingtheconceptstothegroup).Atleast90%ofthetraineesmustagreethatthe
teachercreatedresponsesmeetthestandardsoftherubrics.Otherwise,thosewhodonotmeet
thestandardswillhaveashortperiodoftimetorevisetheirwriting,andtheinstructorwillguide
themwhiletheydoso.
Finally,thelasthouroftrainingwillbededicatedtoteacherspresentingtheirwritingsto
thegroupandgettingfeedback(formativeassessment).Thesepresentations(andthe
feedback)willbedoneviaEdmodoandGoogleSlides.Eachgroupwillfollowthesamepattern
oflearning.Atleast90%oftraineesmustagreethatthepresentationsmeetthestandardsof
therubrics.Ifnot,teacherswillhavetimetorevisetheirpresentationsandgooverapplications
inpreparationforasecondpresentation.Theinstructorwillguidethemwhiletheycreatetheir
secondpresentation.Finally,itisworthnotingagainthatinfutureweeksteacherswillbe
expectedtoutilizethetechniqueslearnedinthetrainingtoteachwritingskillstotheirstudents
andwillbeobserveddoingso(summativeassessment).Followupmeetingswitheachteacher
willoccuratleasttwiceamonth.Thetrainingwilltakeplacebeforeclassesbeginthisfall.Itwill
bepartoftheinserviceweekalreadyplannedforthethirdweekofAugust.
57
Part3.2LearningObjectives:
A.
LearnerswillusetheWHATmodelforprewritingtoplanaresponseoftheirown.
B.
LearnerswillusetheAPEmodelforwritingaresponsetocreatethefinalwritten
product.
ofthetime.
Inpairs,teammemberswilldecidewhichoftheirtworesponsesbetterrepresentstheelements
oftheWHATmodelandtheAPEmodel.Thepairswillwritetheiragreeduponresponsein
GoogleSlidesandpostittoEdmodoinpreparationfordemonstratingmasterybyteachingthe
entiregroupaboutWHATandAPEwhileincorporatingtheirwrittenresponse.Again,the
instructorwillassessthesewritingstodetermineiftheywouldmeetthepassingstandardsetby
thestateatleast90%ofthetime.
58
A.
LearnerswillteachthegrouptheWHATandAPEmethodsbyutilizingtheirwritten
Part3.3AssessmentoflearningBloomsTaxonomyMatrix(ScaffoldinginRed):
Learning
Objectives
Blooms
Taxonomy
Classification
Formatof
Assessment
Descriptionof
Testform
SampleItems
Demonstrate
Remember,
understandingof Understand,
staterubric
Apply
(Formative)
Paper&Pencil
Poster,Short
answer
Explainthree
common
elementsof
openended
questions.
Research
guidedand
mentoring.
Robust
feedback.
Includes
examples,
explanations,
handouts,
prompts.
Supplantive.
Ratewriting
samples
(Formative)
Paper&Pencil
Poster,Short
answer
Explainthree
qualitiesofa
wellwritten
openended
response.
Compare/
Remember,
Understand,
Apply
59
Contrastto
poorlywritten
openended
responses.
Research
guidedand
mentoring.
Robust
feedback.
Includes
examples,
explanations,
handouts,
prompts.
Supplantive.
Demonstrate
Remember,
featuresof
Apply
GoogleSlides
(Formative)
Performance
Project
CreateGoogle
Slideswith
OriginalWritten
Responseto
Openended
prompt.
Research
guidedand
mentoring.
Robust
feedback.
Authentic
settingtofoster
transferof
thinkingskills.
Reflectionon
thinkingskills.
Includes
examples,
explanations,
handouts,
prompts.
Supplantive.
Demonstrate
Remember,
featuresof
Apply
Performance
Project
CreateGoogle
Slideswith
OriginalWritten
60
Edmodo
(Formative)
Responseto
Openended
promptand
post.
Research
guidedand
mentoring.
Robust
feedback.
Authentic
settingtofoster
transferof
thinkingskills.
Includes
examples,
explanations,
handouts,
prompts.
Supplantive.
Utilizethe
WHATmodel
forprewriting
ownresponse
(Formative)
Remember,
Understand,
Apply,Analyze,
Evaluate,
Create
Paper&Pencil,
Performance
Project
Writeyourown
responseto
given
openended
promptand
transferto
GoogleSlides
forpresentation.
Research
guidedand
mentoring.
Robust
feedback.
Authentic
settingtofoster
transferof
thinkingskills.
Reflectionon
thinkingskills.
Includes
examples,
explanations,
handouts,
prompts.
61
Supplantive.
Reteachthe
concepts
learnedinthe
trainingsession
(Formative)
Remember,
Understand,
Apply,Analyze,
Evaluate,
Create
Performance
Project
Presentyour
WHATmodel,
APEmodel,
andresponseto
thelargegroup
forfeedback.
Research
guidedand
mentoring.
Robust
feedback.
Authentic
settingtofoster
transferof
thinkingskills
.
Generative.
Complete
Posttraining
survey
(Summative)
Remember,
Understand,
Apply,Analyze,
Evaluate,
Create
Paper&Pencil
Multiplechoice,
Shortanswer
Provide
feedbacktothe
instructor.
Reflectionon
thinkingskills.
Generative.
Teachconcepts
learnedin
trainingto
students
(Summative)
Remember,
Understand,
Apply,Analyze,
Evaluate,
Create
Performance
Presentation
Presentyour
WHATmodel,
APEmodel,
andresponse
whileusing
GoogleSlides
andEdmodo.
Authentic
settingtofoster
transferof
thinkingskills.
Reflectionon
thinkingskills.
Generative.
Followup
teachingof
Remember,
Understand,
Performance
Presentation
Presentyour
WHATmodel,
62
concepts
learnedin
trainingto
students
(Summative)
Apply,Analyze,
Evaluate,
Create
APEmodel,
andresponse
whileusing
GoogleSlides
andEdmodo.
Authentic
settingtofoster
transferof
thinkingskills.
Reflectionon
thinkingskills.
Generative.
Part3.4ARCSTable:
LarsonandLockee(2014)indicatethattheARCSMotivationModelisapopulartool
thatwillguideyouinincorporatingmotivationalstrategiesintoyourinstruction(p.167).Larson
andLockee(2014)alsostatethatyoucanuseARCSbyitself,orinconjunctionwithanyother
frameworkorpedagogicalapproach(p.170).Itismodelsfocusonintrinsicandextrinsic
motivatorsthatparticularlyinterestedme,for,inreality,learnersaremotivatedbyavarietyof
factors.Whilethisdesignerbelievesthatthelearnersattendingthetrainingareintrinsically
motivatedtodowhatevertheycantoenhancetheirteachingandhelptheirstudents,thiswriter
knowsthatextrinsicallytheyarepartiallymotivatedbythefactthatourpayispartiallytiedto
stateassessmentresults.Inanyrespect,thechartbelowdescribessomeofthewaysthatthe
instructorwillmotivatelearnersduringandafterthetrainingsession.
CategoriesandSubcategories
ProcessQuestions
A1PerceptualArousal
Havelearnersreadashortexcerptandview
anopenendedprompt.Askthemtoimagine
whatstepstheywouldtaketorespondtoit.
Askthemtoimaginehowtheywouldteach
studentstorespondtoit.Whatmethods
wouldtheyuse?Howwouldtheyengage
theirstudentsandmakewritingmore
63
interesting?ShowasimpleGoogleSlidewith
WHATModel,APEmodelinEdmodo.
Showlearnersstatereleasedstudent
responsestotheprompt.
A2InquiryArousal
Askquestionsaboutthedifferencesbetween
thewellwrittenmodelonGoogleSlidesand
thestudentmodels.Whichismore
interesting?Whichwouldtheyratherread?
Whichmethodmightengagestudentsmore?
A3Variability
Maintainstudentinterestbyaskingrepeated
questionstoeachofthemindividually.
Learnerswillalsohaveaccesstoall
materialsatalltimes,sotheymaychooseto
analyzeanyportionofthematerialswhen
motivatedtodoso.
Relevance
R1Goalorientation
Emphasizethevalueofwritingskillsand
technologyskillsintheworkplace.
R2MotiveMatching
Discussthevalueofcollaborativelearning,
especiallyonline.Discussexamplesofsuch
learning.Discussgroupmember
responsibilities.Remindlearnersthatstudent
testresults/abilitiesimpacttheirpayscale
andobservationscores.
R3Familiarity
Demonstratetheconnectionbetweengood
writingskillsandgoodtechnologyskillsin
realworldscenarios.Listsomesituationsin
whichsuchskillswouldbeuseful.
Confidence
C1Learningrequirements
Adviselearnersthattogethertheyaregoing
tolearnskillsthatwillhelpthemwiththeir
instructionandwithstudentwriting.The
methodswillbeengagingandmotivating.
Emphasizethattheseskillscanbeapplied
acrossthecurriculumandinlife.
C2Successopportunities
Regardlessofhowgoodlearnersbelieve
64
theyareatwritingandwithtechnology,
encouragethemtokeepopenminds.The
toolswillallowtheirstudentstoexpress
themselvescreatively.
C3Personalcontrol
Encouragelearnerstothinkabouttheir
writingskillsnowandtheirstudentswriting
skillsnowandhowmuchbetterthoseskills
couldbecome.Remindthemthatlearningis
alifelongprocess.Askthemtolistwaysthey
couldusetheskillslearnedintheirown
classrooms.
Satisfaction
S1Naturalconsequences
Telllearnerstheywillbepresentingtheir
worktothelargegroupandpublishingitto
Edmodo.Theywillbeobservedwhen
teachingthemethodstotheirstudentsand
willbeturninginsamplesofstudentwriting.
S2Positiveconsequences
Asklearnerstothinkaboutthepositive
consequencesassociatedwithgoodwriting
andtechnologyskills.Doeshavingaplanof
attackincreasesatisfaction?Utilizingthese
methodswillincreasetheirobservation
scoresandstudentmotivation.
S3Equity
Encouragelearnerstoreflectonwhatthey
havelearned.Remindthemthatusingthe
techniquesintheirclassroomswillbenefit
students.
Part3.5InstructorGuide:
Introduction
ActiveAttentionorGainAttention
HavelearnersimaginethattheyhavebeenaskedbytheAcademicDeantogiveapresentation
abouthowtoansweropenendedwritingpromptswhileincorporatingtechnology.Howwould
theygoaboutdoingthis?Whatcouldtheydotoensurethattheirpresentationsmeetthe
expectationsoftheAcademicDean?
65
Demonstratethedifferenceandcontrastbetweensimplywritingwithpencilandpaperand
writinginGoogleSlides.Demonstratethedifferenceineaseofrevisingandeditingaffordedto
themwithGoogleSlides.
Askquestionsaboutthedifferences.Whichresponsesarebetter?Whichonesaremore
interesting?Whichtypeofwritingwouldstrengthen21stCenturylearningskills?
EstablishPurposeorInformLearnersofPurpose
Remindlearnersoftherequirementsfortheirfinalpresentations.Explainthattheywillbe
learningsomenewmethodstohelpthem(andtheirstudents)succeed.
Thepurposeofthislessonisforlearnerstocollaboratetounderstandthestaterubricandhow
toapplyit,alongwithhowtowritebetterresponsestoopenendedpromptsanduseGoogle
SlidesandEdmodo.Thepresentationsaremeanttobefunandengagethelearners.Using
toolslikeGoogleSlidesandEdmodomakescollaboratingandwritingthatmuchmoreefficient.
ArouseInterestandMotivationorStimulateLearnersAttention/Motivation
Discussthevalueofcollaborativelearning,especiallyonline.Includediscussionsabout
examplesofcollaborativelearning.Alsoincludeexamplesofgroupmemberresponsibilities.
Emphasizetheconnectionbetweengoodwritingandtechnologyskillsandrealworld
scenarios.Remindthemthattheseskillsareapplicableacrossthecurriculum.Mentionsome
situationsinwhichhavingsuchskillswouldhelpthemintheirteaching.
PreviewtheLearningActivityorProvideanOverview
ShowlearnersanexampleofaGoogleSlidespresentationinEdmodo,onethatincorporates
theskillsnecessarytorespondeffectivelytoanopenendedprompt(resourcesincludedinPart
18).Remindthemthatlearningisalifelongprocess,sonomatterhowmuchtheyknowabout
66
technologytheywillstillbenefit.Theycanreflectonwhattheyhavelearnedduringthelesson
andseehowmuchtheyhaveaccomplished.
Reviewtheoverviewofthelessonwiththelearners.Remindthemthattheywillbelearning
howtointerpretthestaterubricforassessingwrittenresponsestoopenendedprompts,aswell
ashowtouseGoogleSlidesandEdmodoeffectively.
Body
RecallrelevantpriorknowledgeorStimulaterecallofpriorknowledge
Recallthespecificrequirementsoftherubricpresentations,theGoogleSlidesandEdmodo
overview,andthepresentationsofallskillstothelargegroup.Remindthemthattheyshould
workwiththeirpartnerandequallysharetheworkload.
ProcessinformationandexamplesorPresentinformationandexamples
ShowexamplesofstudentuseofGoogleSlidesandEdmodoanddiscusstheskillsstudents
gainedfromtheiruse.Distributedoorprizestothosewhocanexplainhowthestudents
utilizedthetoolsandthewritingmodels.
FocusattentionorGainanddirectattention
UsingGoogleSlidesandEdmodo,demonstratehowtowritearesponsetoanopenended
prompt.Refertothelearningobjectivesanddisplaysofflowchartsduringeachstep.
EmploylearningstrategiesorGuideorPromptuseoflearningstrategies
Encouragelearnerstousetheirbestjudgementandcreativitywhenincorporatingthewriting
methodsandtheuseofGoogleSlidesandEdmodo.Remindthemthatlearningisalifelong
process.
PracticeorProvideforandGuidepractice
GivelearnersenoughtimetocreatetheGoogleSlidespresentationsandpostthemin
Edmodo.Providefeedbackandassistanceasneeded.
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EvaluatefeedbackorProvidefeedback
Explainthatthetrueevaluationofthistrainingwilloccurduringthefinalpresentationstothe
largegroup.
Observelearnerparticipationduringformativeassessmentsandduringthefinalpresentations.
MakenoteofprogressmadewithGoogleSlidescreationandEdmodouse,aswellas
appropriateuseofthewritingmodels.Offersupporttothosewhoneeditorwhoarestruggling.
Conclusion
SummarizeandrevieworProvidesummaryandreview
Remindlearnersthattheyhavemasteredtheprocessofapplyingthestaterubrictostudent
writingsamples,aswellashowtoutilizeGoogleSlidesandEdmododuringinstructionandthe
writingmodels.Thefinalpresentationwillallowlearnerstodemonstratemastery.
TransferlearningorEnhancetransfer
Stresstheimportanceofgoodwritingskillsandtechnologyskillsintheclassroomandinthe
workplace.
CloseorProvideremediationandclosure
Remindlearnersthatthesemethodscanimprovetheirteachingandwillhelptheirstudentsto
besuccessfulonstatetestingandineverydayclass.
AssesslearningorConductAssessment
Evaluatelearnerpresentationsandhowwelltheymeetthestandardsoutlinedintherubrics.
FeedbackandSeekremediationorProvidefeedbackandremediation
Discusswiththelearnerswhataspectsofthetrainingtheythoughtwentwell.Distributethe
posttrainingsurveys.Askthemwhattheylearnedandhowtheywillapplyit.
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Part3.6LearnerContent/LearnerMaterials
:
SamplesofreleasedSTAARwritingsamplesandtherubricusedtoassessthem(SeeRubrics
Section,p.55)
SampleGoogleSlides(postedinEdmodo)withstudentwritingsamplesonthem
Writingsampleswithscores
SampleWHATmodelandAPEmodelforwriting(Seebelow).
Samplefinalpresentationcreatedbytheinstructor
SamplePresentation
GoogleSlidesandEdmodo
OverviewofGoogleDocsandGoogleSlides
69
TheWHATmodelforprewriting
:
Studentstendtomisinterprettheopenendedpromptortorefrainfrompayingenough
attentiontoit.Thismethodforcesthemtothinkthroughwhattheywanttowritebeforeactually
recordingtheiranswer.
70
TheAPEmodelforRecordingWrittenAnswerstoOpenendedPrompts
:
Studentsneedabasicformattoensurethattheyincludethekeycomponentsrequired
bythestateintheirresponsestoopenendedprompts.Thismodelforcesthemtoincludethose
elements.Theyaretaughtthatitisamodelthatincludesjustthebasicelementsandthatthey
canadddetailbeyondwhatisfoundinAPE.
71
Part3.7Formativeand/orSummativeassessmentmaterials
:
Thefinalmeasureofwhetherornotlearnershavegraspedandmasteredthemethods
demonstratedinthistrainingistheproductstheycreate.Thesewillincludetheposterthatis
usedtodemonstrateunderstandingofthestaterubricandhowtoapplyit,aswellastheGoogle
Slidestheycreate(withtheWHATandAPEmodelsincluded)andthefinalpresentationto
thelargegroup.Eachoftheseproductswillbeassessedbytheinstructorandmembersofthe
largegroup.
Rubricsforthesepresentationsareincludedneartheendofthisdocument.
AssessmentofLearningObjectives
Therubricfortheposterpresentation(demonstratingmasteryofthestaterubricandhowto
applyit)isbaseduponvariousaspects,includingopening,content,andclosing.
TherubricfortheGoogleSlides/Edmodoportionofthetrainingisbaseduponaspectssuch
asopening,content,demonstrationofskills,andclosing.
Therubricforthefinalpresentationincludesaspectsbaseduponopening,content,writing
style,grammar,sentencestructure,demonstrationofmethods,andaconclusion.
FormativeAssessment
1. Attheendofthefirsthouroftraining,learnerswillpresentpostersthatdemonstratetheir
understandingofthestaterubricforassessingresponsestoopenendedpromptsand
howitisused.
2. Attheendofthesecondhouroftraining,learnerswillhavecreatedaGoogleSlides
presentationthatcentersaroundtheuseoftheWHATprewritingmethodandthe
APEresponsemethod.TheywillpostittoEdmodoinpreparationforreteachingall
conceptstothelargegroup.
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3. Inthethirdhouroftraining,learnerswillreteachallconceptslearnedtothelargegroup.
FeedbackwillbeprovidedinrealtimeviaEdmodo.
SummativeAssessment
Attheendofthetraining,learnerswillrespondtoasurveyaboutthesession.Their
answerswillallowthetrainertoassessthetrainingandmakeimprovements.Also,thetrainer
willvisiteachlearnersclassroomatleasttwiceafterthetrainingtoassesstheirabilitytousethe
methodstheylearnedinthesession.
Becausethistrainingisbeingdevelopedduringthesummer(andschoolisnotin
session),the
onlyoneononeassessmentofthetrainingthatwilloccuriswhatwilltakeplace
duringmeetingswiththeSMEs.Nosmallgrouptrialswillbeconducted.Thefieldtrialwill
actuallybethetrainingwiththestaffthattakesplaceinAugust.Feedbackfromattendeeswill
beutilizedtoenhancethetraining.
Part3.8SupportingTechnologies:
GoogleSlides
Thistoolwaschosenforseveralreasons.First,thisdesignerhasfoundthat
studentsaremoremotivatedandenthusiasticaboutwritingwhentheyareallowedtouse
GoogleDocsorGoogleSlidestodoso.Revisingandeditingtheirworkismucheasierthanwith
traditionalpenandpaper.Moreover,theycansharetheirworkwithpeerstogetpeerfeedback
bysimplytypingintheemailaddressofthepeers.Finally,thiseducatorsstudentsareregularly
expectedtopresenttheirworktotheclass.Thisholdsthemaccountablefortheireffortsand
allowsforgoodclassdiscussion.PostingGoogleSlidestoEdmodoforpresentationandpeer
feedbackissimpleandeasierthanmakingcopiesofastudentsworktogivetoeverystudent.
Thetrainer(andthecampusprincipal)wantallteacherstousethistoolforthispurpose,and
havinglearnersuseitinthetrainingwillhopefullymotivatethemtodoso.
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Edmodo
Over60millionteachersworldwideuseEdmodointheirclasses,andthiseducatoris
oneofthem.Thistool,whichiseffectivelyaclassblog,allowsfortheinstructortoupload
assignments,video,sharelinks,assignwork,conductpolls,andevenprovidestudentfeedback
inrealtime.Moreover,itallowsstudentstosharetheirworkwithease,collaborate,provideand
receivefeedback,andpresenttheircreations.Itisapapersaver,foralldocumentsare
electronic.Finally,studentscanstoreexamplesoftheirworkinEdmodo,therebygivingtheman
electronicportfoliothattheycantakewiththemwherevertheygo.Theinstructor(andthe
campusprincipal)wanttheentirestafftouseEdmodoinclass,forithasallofthefeatures
mentionedandwouldsavethedistrictagreatdealofmoney(paperexpenses).
Part4EvaluationPlan:
Part4.1ExpertDescription:
TheSubjectMatterExpert(SME)thatwillbereviewingthisprojectisLesleyCarr,
principaloftheNorthwestcampusofSouthwestPreparatorySchoolDistrict(andformerEnglish
DepartmentChair).Ms.CarrhasanadvanceddegreeinEnglishandhasbeenworkingin
educationfortenyears.Ms.Carrisfullyawareofthisdesignerseffortstohelptheother
teachersoncampustointegratewritingstrategiesandtechnologyskillsintheirlessons.
Part4.2ComponentsofthePosttrainingsurvey
:
1. Doyoufeelthatthistrainingisvaluableandworthwhilefortheteachersatthe
NorthwestCampusoftheSouthwestPreparatorySchool?
2. Islearninghowtouseandinterpretthestaterubricforassessingwrittenresponsesto
openendedquestionsaskillthattheteachersattheNorthwestCampusofthe
SouthwestPreparatorySchoolDistrictshouldmaster?Whyorwhynot?
3. Arethestatedlearninggoalsclearandattainableinthetimeallotted?
4. Doestheoverviewofthetrainingprovideanadequateportrayalofthetargetlearners?
74
5. AretheLearningTaskAnalysisflowchartslogicalandunderstandable?
6. ArethereanyotherEntrybehaviorsthatyoufeelshouldbeaddedtotheoverview?
7. Arethelearningobjectivesclear,measurable,andrealistic?Areanyofthemconfusing?
8. Doyoufeelthattherubricshavebeencreatedeffectivelyandwillaccuratelymeasure
learnermasteryofcontent?
9. Ifyouweredesigningthistraining,whatwouldyouchange?
10. Doyouhaveanysuggestions?
11. Howwouldyouratethelearningmaterialsusedinthistraining?Why?
12. Howwouldyouratetheeffectivenessofthemethodsthetrainerused?
13. Howwouldyouratethetrainingintermsofrecommendingittoothers?
14. Howwillthestudentsonyourcampusbenefitthemostfromthistraining?
15. Pleaseincludeanyothercommentsorsuggestionsaboutthetraininghere.
Part4.3ResponsefromSME(Herconcernsaredocumentedinred):
1. Doyoufeelthatthistrainingisvaluableandworthwhilefortheteachersatthe
NorthwestCampusoftheSouthwestPreparatorySchool?
Withoutquestion,thistraining
willbenefitourteachers.WehavehadissueswithstudentscoresontheOpenended
responseportionoftheSTAARtestforsometimenow,andwehavediscussedwaysto
dealwiththismatter.Ihaveconsideredcreatingatrainingmyself,butIcouldnotfindthe
timetodoso.Mr.Moranvolunteeredtocreatethetraining,andIknowthatitwillhelpall
ofourteacherstoassisttheirstudentswithwritingandwiththeuseoftechnology.
I
wouldliketoseemoreofavarietyofgroupingstrategies,though.
2. Islearninghowtouseandinterpretthestaterubricforassessingwrittenresponsesto
openendedquestionsaskillthattheteachersattheNorthwestCampusofthe
75
SouthwestPreparatorySchoolDistrictshouldmaster?Whyorwhynot?
Studentsmust
dowellonthisportionoftheSTAARtesttohavearealisticchanceofpassingit.Manyof
ourteachershaveneverbeenexposedtotherubricusedbythestatetogradethese
responses.Manyofthem,infact,arenotEnglishteachers.Ifwecantrainallofour
teacherstousetherubricandthewritingmethodsMr.Moranhassuggested,thenwe
shouldseeimprovementinwritingacrosstheboard.
3. Arethestatedlearninggoalsclearandattainableinthetimeallotted?
Thestated
learninggoalsareclear,butIamnotsurethattheycanallbereachedwithinthe
allocatedtime.Mr.Moranhasexplainedthathewouldlikemetoconsideradditional
trainingsessionssothatallofthegoalsarecoveredandsoteacherswilltrulyhavetime
tointeractwiththematerialsandlearnhowtousethem.
4. Doestheoverviewofthetrainingprovideanadequateportrayalofthetargetlearners?
Thisoverviewdoesconveyarealisticportrayalofthetargetlearners.Staffinghereis
alwaysaconcern,forwecannotpayasmuchastraditionalschooldistricts.Assuch,at
leastoneofourstaffmembersleaveseveryyear.Obviously,thiscausesevenmoreof
anissuewithregardtomakingsurethatteachersaretrainedinhowtoteachwriting
skillsandhowtousetechnologyintheclassroom.Mr.Moranmayhaveconsidered
mentioningourissueswithteacherretentioninhisoverview.
5. AretheLearningTaskAnalysisflowchartslogicalandunderstandable?
Thetask
analysisflowchartsarelogicalandunderstandable.Iamnotveryfamiliarwith
InstructionalDesign,butMr.Morantookthetimetoexplainthechartstomeandanswer
anyquestionsthatIhad.Forpurposesofhelpingourteacherstohaveabetter
understandingofallofthestepsinvolvedinthistraining,though,Mr.Moranmaywantto
simplifythecharts.
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6. ArethereanyotherEntrybehaviorsthatyoufeelshouldbeaddedtotheoverview?
Not
atthistime.
7. Arethelearningobjectivesclear,measurable,andrealistic?Areanyofthemconfusing?
Again,Iamnotsurethatallofthiscanbeaccomplishedinathreehourtraining,butIam
workingwithMr.Morantoarrangeforadditionalsessions.
8. Doyoufeelthattherubricshavebeencreatedeffectivelyandwillaccuratelymeasure
learnermasteryofcontent?
Therubricsseemtobeprettyeffective.
Theymayneedto
bemodifiedtoreflectconcernsthatariseduringthetraining
.
9. Ifyouweredesigningthistraining,whatwouldyouchange?
Ithinkmoretimewouldbe
needed.IalsothinkthatImightincorporatewritingsamplesfromstudentshereatthe
Northwestcampus.
10. Doyouhaveanysuggestions?
IamgladthatMr.Moranhastakentheinitiativetocreate
thistraining.Therehasdefinitelybeenaneedforsuchatrainingforsometimenow.I
trulybelievethatMr.Moranisateamplayerandistryingtoimproveinstructiononour
campus.
11. Howwouldyouratethelearningmaterialsusedinthistraining?Why?
Thematerials
usedinthistrainingwerecreatedbyanexpertatalocalEducationServiceCenterand
wereadaptedbyMr.Moran.Iknowthepersonwhocreatedthem,andsheisquite
knowledgeablewithregardtohowtohelpstudentsmastertestobjectives.Assuch,I
believethatthewritingmaterialsusedaretotallyacceptable.Therubricswerealso
acceptable.IbelievethatMr.Moranbasedagreatdealofwhatwasusedforrubricson
therubricsthatthestatehaspublished.
77
12. Howwouldyouratetheeffectivenessofthemethodsthetrainerused?
Thetraininghas
nottakenplaceyet,butIbelieveinMr.Moranandinhismethods.Ihaveobservedhis
classesmanytimes,andthetoolsheuses(GoogleSlides,Edmodo,etc.)doseemto
engagehisstudentsandmakethemwanttowrite.Ihavenotseensimilarenthusiasmin
someofourotherteachersclasses,andIdonotthinkitisacoincidencethatthose
teachersdonotusethetoolsinquestion.
13. Howwouldyouratethetrainingintermsofrecommendingittoothers?
Again,the
traininghasnottakenplaceyet,butIbelievethatMr.Moranhascreatedsomething
thatwillbeveryhelpfultoourstaff.Baseduponstafffeedbackafterthetraining,Iwill
determineifIrecommendthetrainingforusearoundourdistrict.
14. Howwillthestudentsonyourcampusbenefitthemostfromthistraining?
Itisobvious
thatourstudentsneedhelpwiththeirwriting.Moreimportantly,though,ourstudents
needtolearnhowtothinkcritically.Thesemethodswillhelpthemtodoso.
15. Pleaseincludeanyothercommentsorsuggestionsaboutthetraininghere.
Overall,I
amverypleasedwithMr.Moransefforts.Ithinkthistrainingcouldreallybenefitour
teachersandstudents.Iamsurewemayhavesomebugsalongtheway,butIbelieve
thatMr.Moranismorethancapableofhandlinganychallengehefaces.
Part4.4DesignerResponse(AddressingtheSMEsCommentsandConcerns):
ThisauthorwaspleasedwiththeresponsesprovidedbytheSME,LesleyCarr.Wehave
agoodworkingrelationship,forsheisaformerEnglishteacher.Theauthoragreesthatthetime
neededtocompletethistrainingmaynotberealistic,butshehasindicatedawillingnesstowork
toprovideadditionalsessions.Finally,thisauthorwantedtousewritingsamplesfromstudents
78
onourcampus,butthisdesignerwasnotabletoaccessthatdatainthetimethiswriterhadto
createthistraining.Thisauthorwilldosointhenearfuture.WIthregardtothefactthattheSME
repeatedlymentionedaconcernaboutthetimingofthetraining,thisdesignerhascometo
realizethatthreehoursisprobablynotenoughtimetoaccomplisheverythingplanned.The
SMEhasagreedtoallowforafollowuptrainingsessiontoaddressthisissue.Addingdifferent
groupingstrategiescanbedonebyutilizingpairs,smallgroupsandlargegroups.Simplifying
theflowchartscanbedonebychunkingeachcomponentseparatelysothateachpiececanbe
seenwithregardtohowitfitsintothelargerpicture.
Part4.5ReflectiveSynthesisPaper:
WhenthisauthorlooksbackandreflectonthepastfewweeksofEdTech503,thiswriter
isamazedathowmuchthiseducatorhaslearnedinsuchashorttimeperiod.Initially,this
designerthoughtthatthefactthatthiswriterisateachermadethisauthoradefacto
instructionaldesigner.Afterall,thiswriterhasbeendesigninglessonsforovertwentyone
years.Atleastthatiswhatthiswriterthought.Now,thisdesignersviewofInstructionalDesign
isverydifferent.Theprocessinvolvessomuchmorethanplanninglessons.Itinvolvessuch
factorsasthinkingwiththeendinmind,aswellasconsideringtheneedsofstakeholders,
learningtheories,BloomsTaxonomy,andotherconcerns.Thisauthorhaslearnedabouthow
IDandTechnologyareinterrelated,andthiswriterhasstudiedscenariosthatmadethis
designerconsiderhowtoapplyIDconcepts.Furthermore,thiswriterhasusedtheprinciplesof
designtocreateatrainingunitthatwillbeutilizedonthiseducatorscampus.Truly,thisclass
hasmadethisdesignerreconsiderhowtocreatelessonsnow,anditwillcontinuetomakethis
writerdosointhefuture.
Firstandforemost,theconnectionbetweenInstructionalDesignandEducational
Technologyismuchmorecleartothisdesignernowthanitwaswhenthisclassbegan.This
79
authorrememberspriortostartingtheclassthatDr.Perkinswroteanemailinwhichhesaid
somethingalongthelinesofwemightbewonderinghowthisclasshasanythingtodowith
EducationalTechnology.Atthattime,thiswriterwasnotsure.Nowthisauthorseesthe
connection.Forinstance,thiswritersuspectedthattheuseoftechnologyhelpswriterstoenjoy
thewritingprocessmorethaniftheywerejustusingpenandpaper.Thiseducatorssuspicions
werevalidated.Ontheonehand,
Heitin(2011)statesthat
Techsavvyteacherstendto
agreethatdigitalwritingdiffersfromconventionalcompositioninwaysthatcanspur
studentengagementandcreativity.Bydesign,penandpapercompositionisaoneperson
undertaking.Butdigitalwritingisoftencollaborative(retrievedfrom
.Additionally,Heitin
(2011)alsostatesthatprogramslikeGoogleDocsalsoallowteacherstoworkmoreclosely
withstudentsduringthewritingprocessandthatwithGoogleDocssharingcapabilities,
teachershaveaccessandcangivefeedbackwheneverawriterwouldlikethemtodoso
(retrievedfrom
.
Finally,
Goldenberg,RussleandCook(2003)emphasizethemotivationalaspectsofusing
technologywhenteachingwriting,statingcomputersseemtomotivatereluctantwriters
(p.18)andthatstudentsaremorewillingtoengageandsustaininwritingactivitieswhenthey
useacomputer(p.18).Inessence,theIDprocessisthetilleronaship:Itisneededtosteer
theship(theproject)intherightdirection.Technologyisthesailonaship,foritisneededto
directtheship(thelearner)alonghisjourney.Inotherwords,theuseoftechnologydoeshelp
studentstowritebetterandtobemoremotivatedtodoso.Confirmingwhatthisdesigner
alreadythoughtwastruewasempowering.
InadditiontobeingabletodiscerntheconnectionbetweenIDandEducational
Technology,thisclasshashadapracticalapplicationwithregardtothecasestudies
80
considered.Lookingatvariousscenariosandtryingtodeterminewhatthoseinvolveddidright
andwhattheydidwrongwasasclosetobeinginanactualIDjobascouldbe.Forinstance,a
lotofdifferentconceptsmustbesynthesizedwhenanalyzingcasestudies.ErtmerandNewby
(2013)validatethisassessment,statingthattheindividualmusthavepriorknowledgeand
understandingthatwillinformthecurrentsituation(p.3)andthatmeaningful
transferofknowledgedependsfirstonindexingthecaseforrelevantaspects,features,and
significance(p.4).ErtmerandNewby(2013)alsostatethattheindividualmustknowwhena
casesstoredlessonsandmeaningrelatetoanewproblem(p.4).Inessence,every
InstructionalDesignsituationdemandsafreshapproach,buteachonecanbeattackedby
applyingsomebasicdesignprinciplesfromthebeginningoftheprojecttotheend.Knowingthis
hasreshapedhowthiswriterapproacheslessoncreation,anditwillcolorthisauthorsoutlook
withregardtoInstructionalDesigninthefuture.
Withregardtothemajorproject,thisdesignermustsaythatthereweretimeswhenthis
writerwasfrustratedbeyondimagination.Whenthisdesignerwasworkingonhisfirstmasters
degree,thiswriterwastakingclassesataparticularsite.Assuch,thisauthorwasmeetingwith
peersandinstructorsonaregularbasis.Wediscussedproblemsandhowwewouldhandle
them.Now,whileworkingonthissecondmastersdegreeonline,thiswriterhashadtolearnto
findalloftheanswerstoquestionsvirtuallyonhisown.Itistruethatthisauthorhasemailed
manyquestionstoDr.Perkins,butultimatelythiswriterwasforcedtodiscoversolutionsthrough
extensiveresearchdonealone.
Duringthisproject,thisdesignerearnedagreatdealaboutinstructionanditsdesign.
Someofthelessonsincludedconceptsdescribedinthetextbook.Forexample,Larsonand
Lockee(2014)writethatwelldesignedinstructioncapturestheattentionoflearnersand
promptsthemtointeractwiththecontent(p.2).LarsonandLockee(2014)alsostatethatit
81
helpslearnersfocusonwhatsimportant,aidstheminorganizingnewinformationandmaking
connectionstopreviouslylearnedmaterial,andprovidesmemorableexperiencesthathelpthem
toapplynewknowledge(p.2).Thisauthorwasalreadyawareoftheseaspectsofdesign
beforestartingthisclass.Nowthiswriterknowsjusthowimportanttheyarewithregardto
creatingproductsthataredesignedsoundly.
ThisdesignersawarenesswasheightenedafterIreceivedfeedbackonthefirstpartof
theproject.Theresponsewaslessthanfavorable,fortheassessorfeltthatthematerialinthe
paperwasconfusingandthatthiswriteraddressedconceptsinasomewhatscattered
manner.Thisdesignertookhercommentsseriously,andthiswritercompletelyredesignedall
graphsandorganizedthepapertomeetthesuggestionsshemade.Thereafter,whenthiswriter
receivedfeedbackaboutthesecondpartofthepaper,thisdesignertookstepstocorrecterrors
andmakethedocumentmoreuserfriendly.Whilethiswriterrealizesthatthefinalproductis
long,thisdesignerbelievesthatitprovidesanabundanceofdetailandoutlinesexactlyhowthis
trainingwilltakeplace..
Ultimately,thisdesignerfindshimselfwishingthatthiswriterhadtakenthisclassinthe
fallorinthespring.Therewas(andis)somuchtolearnaboutInstructionalDesign,andthis
writerfeelslikethereissomuchmorethathehasnotconsideredyet.Ifthiswriterhadmore
time,hemayhavebeenabletolearnthatmuchmoreabouttheIDprocess.Still,thisclass
intriguedthiswriter,andthisauthorcandefinitelyseehimselfworkinginthisfield.Notonlyhas
thisprocessmadethiswriterawareofhowimportantcarefulplanningis,butthisdesignerhas
alreadystartedusingitwhenplanninglessonsforthefall.
Justasimportantly,thiswriterhasbeenusingtheconceptslearnedinthisclassto
improveinstructionoftheyouthatthiseducatorschurch.Thiswriterservesasateacherthere,
instructing4thand5thgraderseveryweekend.Upuntilnow,lessonsweresimplydownloaded
82
offoftheInternet.Theyweresomewhatinteractive,butthestudentsoftenwereleftconfused
becausethewordingofthelessonswasabovetheirheads.Also,manytimesthelessonswere
Behavioristinnature.Studentsweresimplyrequiredtogivearesponsetoaquestionaboutthe
lessonthatday.Theycomplained,andinstructorsheardaboutit.Now,thisteacherhas
arrangedformeetingswithallteacherstodiscussthecurriculumandhowwecandesignitso
thatthestudentstrueneedsaremet.Wehaveeveninvitedsomeofthestudentstoattendthe
meetingssothatwecanheartheirviews.
Inshort,thisdesignerwouldrecommendthisclasstoanyonewhohasaninterestin
InstructionalDesignorEducationalTechnology.Throughhardworkandalotofselfdiscovery,it
hasmadethiswriteramuchbetter,morewellroundededucatorandperson.
Part4.6KirkpatrickModel:
TheresponsesbelowindicatehowtheSMEfeltaboutthetrainingproposaland
materials.ThetrainingwillnotactuallyoccuruntillateAugust,soIcannotconveyhow
thelearnerswillreacttothetrainingatthistime.
1.Level1(Reaction):
Towhatdegreeparticipantsreactfavorablytothetraining.
A. Engagement:SMEfeltthatthetrainingwasveryengagingbutwantedmoregrouping
strategiestoincreaseinteractionamonglearnersandfacilitatediscussionand
incorporationofvaryingviewpoints.
B. Relevance:TheSMEfeltthattherelevancewashigh,forshewantsthesemethods
utilizedbyallteachersineveryclass,regardlessofsubjectbeingtaught.
2.Level2(Learning)
:Towhatdegreeparticipantsacquireintendedknowledge,skills,attitude,
confidence,andcommitmentbasedupontheirparticipationinthetraining.
83
A. Knowledge:
TheSMEindicatedthatthelearnersshouldknowhowtousetheseskillsbytheendof
thefollowuptraining.
B. Skill
:TheSMEindicatedthatthelearnersshouldknowhowtousetheseskillsbytheendofthe
followuptraining.
C. Attitude:
TheSMEindicatedthatlearnerswouldfeelthesemethodsareworthwhilebecauseall
haveavestedinterestinseeingtheirstudentssucceedandbecausetheirpayispartiallytiedto
studentsuccess.
D. Confidence
:TheSMEindicatedthatalllearnersarecompetentandshouldbeabletohandle
implementingthemethodslearnedinthistrainingwithouttoomuchdifficulty.
E. Commitment
:TheSMEindicatedthatsheknowsthestaffwellenoughthatshebelievesthatthey
willinstitutethesepractices.Shealsointendsonobservingtheirclassroomstoprovideadditional
support.
3.Level3(Behavior)
:Towhatdegreeparticipantsapplywhattheylearnedduringtrainingwhenbackon
thejob.
A. RequiredDrivers:
Processesandsystemsthatreinforce,encourageandrewardperformanceof
criticalbehaviors.TheSMEindicatedthatthesewillincludeobservations,aswellasrequired
submissionofstudentworktoheratleastonceamonth.Baseduponlearnersperformance,the
SMEwillbeaddingpointstotheirobservationscores.Shewillconsiderwhetherornotthelearners
areutilizingthemethodstaughtinthetrainingsession,howeffectivelytheyareusingthem,whether
ornotthelearnersareusingGoogleSlidesandEdmodotopromotewriting,andwhetherornot
studentwritingsamplesshowimprovement.
4.Level4(Results)
:Towhatdegreetargetedoutcomesoccurasaresultofthetrainingeventand
subsequentreinforcement
A.
LeadingIndicators:
TheSMEindicatedthatallteacherswillturninstudentsamplesthat
demonstrateuseofmethodslearnedatleastonceamonth.Shealsoexpectstoseeallteachers
84
incorporateopenendedpromptsonbenchmarks.Baseduponherobservations,theobservationsof
theinstructor,andthestudentworkthatthelearnersturnin,theSMEwilldeterminethedegreeto
whichtargetedoutcomeshaveoccurred.
Part4.7AECTStandardsGrid:
Standards
AssignmentorComponentofTraining
1. ContentKnowledgeCandidates
demonstratetheknowledgenecessaryto
create,use,assess,andmanagetheoretical
andpracticalapplicationsofeducational
technologiesandprocesses.
Creationofthetrainingandallmodels,
creationofmaterialsforlearners,
observationsoflearnerstodetermine
masteryofmethodstaught.
1.1Creating
Candidatesdemonstratetheability
tocreateinstructionalmaterialsandlearning
environmentsusingavarietyofsystems
approaches.
CreationofIDmodelandrationale,creation
ofmodelbaseduponGerlachandEly/Dick
andCarey,creationoftrainingunit,creation
ofsurveys,creationofrubrics
1.2Using
Candidatesdemonstratetheabilityto
selectandusetechnologicalresourcesand
processestosupportstudentlearningandto
enhancetheirpedagogy
SelectionofEdmodo,GoogleSlides
1.3Assessing/Evaluating
Candidates
demonstratetheabilitytoassessandevaluatethe
effective
integrationofappropriatetechnologies
andinstructionalmaterials.
Useofrubricstoassesslearners,useof
surveystogainfeedbackandimprove
product.
1.4Managing
Candidatesdemonstratetheability
toeffectivelymanagepeople,processes,physical
infrastructures,andfinancialresourcestoachieve
predeterminedgoals.
Managinglearnersatthetrainingsession,
timingofeachpartofthetraining,
arrangementforthelocationofthetraining,
statementoflearninggoalsandoutcomes.
1.5Ethics
Candidatesdemonstratethe
contemporaryprofessionalethicsofthefieldas
definedand
developedbytheAssociationfor
EducationalCommunicationsandTechnology.
Attributionofsources,collaborationwith
SMEs,Determinationofneedbasedupon
testresultsfortheNorthwestcampus.
2.ContentPedagogy
Candidatesdevelop
Approachtolearningthatincludesdirect
instruction,collaborativelearning,
demonstrationofmasterybasedupon
asreflectivepractitionersableto
85
demonstrateeffectiveimplementationof
educationaltechnologiesandprocesses
basedoncontemporarycontentand
pedagogy.
reteachingconcepts,andapplicationof
learnedskillsinclassroomsinwhichall
subjectsaretaught.
2.1Creating
Candidatesapplycontent
pedagogytocreateappropriateapplicationsof
processesand
technologiestoimprovelearning
andperformanceoutcomes.
Handsonactivities,collaboration,useof
technology,demonstrationofmastery.
2.2Using
Candidatesimplementappropriate
educationaltechnologiesandprocessesbasedon
appropriatecontentpedagogy.
UseofGoogleSlidestodemonstratehowit
facilitatesthewritingprocessand
collaboration,UseofEdmodotodemonstrate
howitfacilitatesdiscussionandfeedback.
Candidates
Useofsurveystogatherpretrainingdata,
demonstrateaninquiryprocessthatassessesthe
useofsurveystogatherposttrainingdata.
adequacyof
learningandevaluatestheinstruction
andimplementationofeducationaltechnologies
andprocessesgroundedinreflectivepractice.
2.4Managing
Candidatesmanageappropriate
technologicalprocessesandresourcestoprovide
supportivelearningcommunities,createflexible
anddiverselearningenvironments,anddevelop
anddemonstrateappropriatecontentpedagogy.
DemonstrationoftheuseofGoogleSlides
andEdmodoforinstructionalpurposes.
2.5Ethics
Candidatesdesignandselectmedia,
technology,andprocessesthatemphasizethe
diversityofoursocietyasamulticultural
community.
UseofEdmodotoallowstaffmembersto
collaboratewithteachersaroundtheworld.
3.LearningEnvironments
Candidates
Identificationofentrybehaviors,providing
directinstructiontolearnersandfeedback
duringthetraining.
facilitatelearningbycreating,using,
evaluating,andmanagingeffectivelearning
environments.
3.1Creating
Candidatescreateinstructional
designproductsbasedonlearningprinciplesand
researchbasedbestpractices.
TrainingbaseduponGerlachandElymodel
andDIckandCareymodel.
3.2Using
Candidatesmakeprofessionallysound
decisionsinselectingappropriateprocessesand
resourcestoprovideoptimalconditionsfor
learningbasedonprinciples,theories,and
Establishmentofneedforthetraining,
establishmentofresourcesforlearnersto
useintheirownclassrooms.
86
effectivepractices.
Candidatesuse
multipleassessmentstrategiestocollectdatafor
informingdecisionstoimproveinstructional
practice,learneroutcomes,andthelearning
environment.
Rubrics,posters,observation,peerfeedback,
SMEfeedback.
3.4Managing
Candidatesestablishmechanisms
formaintainingthetechnologyinfrastructureto
improvelearningandperformance.
UseofEdmodoandGoogleapplications
approvedbydistrictleadership,Useofthese
toolswithstudents.
3.5Ethics
Candidatesfosteralearning
environmentinwhichethicsguidepracticethat
promotes
health,safety,bestpractice,andrespect
forcopyright,FairUse,andappropriateopen
accesstoresources.
Attributionincludedineveryaspectoftraining
materialsdistributedtolearners,commentary
ontheimportanceofattribution.
3.6DiversityofLearners
Candidatesfostera
Teachersworkinginpairstoshare
learningcommunitythatempowerslearnerswith experiences.
diversebackgrounds,characteristics,andabilities.
4.ProfessionalKnowledgeand
UseofEdmodo,useofGoogleapplications,
Skills
Candidatesdesign,develop,
implement, useofsurveytools.
andevaluatetechnologyrichlearning
environmentswithinasupportivecommunity
ofpractice.
4.1CollaborativePracticeCandidates
collaboratewiththeirpeersandSubject
MatterExpertstoanalyzelearners,develop
anddesigninstruction,andevaluateits
impactonlearners.
MeetingwithSMEbeforetrainingandafter
training,meetingswithlearnersaftertraining
toassesseffectivenessofuseofmodelsand
methods.
4.2LeadershipCandidatesleadtheirpeersin Creationofthetrainingandmaterials.
designingandimplementing
technologysupportedlearning.
4.3ReflectiononPracticeCandidates
analyzeandinterpretdataandartifactsand
reflectontheeffectivenessofthedesign,
developmentandimplementationof
technologysupportedinstructionandlearning
toenhancetheirprofessionalgrowth.
Useoftherubricsandsurveystoimprovethe
trainingasawhole,observationsoflearners
todeterminemasteryofmethodstaught
duringthetraining.
4.4Assessing/EvaluatingCandidates
Trainingestablishedtomeeteducational
87
designandimplementassessmentand
need,instructionalmethodsestablishedto
evaluationplansthatalignwithlearninggoals helpteacherstoimprovewritingskillsand
andinstructionalactivities.
technologyskills.
4.5EthicsCandidatesdemonstrateethical
Positivefeedbacktolearners,
behaviorwithintheapplicableculturalcontext encouragementtolearners,observationsto
duringallaspectsoftheirworkandwith
helplearnersimproveuseofmethodstaught.
respectforthediversityoflearnersineach
setting.
4.ProfessionalKnowledgeand
UseofEdmodo,useofGoogleapplications,
Skills
Candidatesdesign,develop,
implement, useofsurveytools.
andevaluatetechnologyrichlearning
environmentswithinasupportivecommunity
ofpractice.
4.1CollaborativePracticeCandidates
collaboratewiththeirpeersandSubject
MatterExpertstoanalyzelearners,develop
anddesigninstruction,andevaluateits
impactonlearners.
MeetingwithSMEbeforetrainingandafter
training,meetingswithlearnersaftertraining
toassesseffectivenessofuseofmodelsand
methods.
4.2LeadershipCandidatesleadtheirpeersin Creationofthetrainingandmaterials.
designingandimplementing
technologysupportedlearning.
4.3ReflectiononPracticeCandidates
analyzeandinterpretdataandartifactsand
reflectontheeffectivenessofthedesign,
developmentandimplementationof
technologysupportedinstructionandlearning
toenhancetheirprofessionalgrowth.
Useoftherubricsandsurveystoimprovethe
trainingasawhole,observationsoflearners
todeterminemasteryofmethodstaught
duringthetraining.
4.4Assessing/EvaluatingCandidates
designandimplementassessmentand
evaluationplansthatalignwithlearninggoals
andinstructionalactivities.
Trainingestablishedtomeeteducational
need,instructionalmethodsestablishedto
helpteacherstoimprovewritingskillsand
technologyskills.
4.5EthicsCandidatesdemonstrateethical
Positivefeedbacktolearners,
behaviorwithintheapplicableculturalcontext encouragementtolearners,observationsto
duringallaspectsoftheirworkandwith
helplearnersimproveuseofmethodstaught.
respectforthediversityoflearnersineach
setting.
5.ResearchCandidatesexplore,evaluate,
synthesize,andapplymethodsofinquiryto
enhancelearningandimproveperformance.
UseofGerlachandElymodel,useofDick
andCareymodel,inclusionof
88
5.1TheoreticalFoundationsCandidates
demonstratefoundationalknowledgeofthe
contributionofresearchtothepastand
currenttheoryofeducationalcommunications
andtechnology.
5.2MethodCandidatesapplyresearch
methodologiestosolveproblemsand
enhancepractice.
5.3Assessing/EvaluatingCandidatesapply
formalinquirystrategiesinassessingand
evaluatingprocessesandresourcesfor
learningandperformance.
FormativeandSummativeassessments.
5.4EthicsCandidatesconductresearchand
practiceusingacceptedprofessionaland
institutionalguidelinesandprocedures.
Attributionofallsources.
89
Part4.8References:
Ertner,P.andNewby,T.(2013).Behaviorism,cognitivism,constructivism:Comparing
criticalfeaturesfromaninstructionaldesignperspective.
PerformanceImprovement
Quarterly
,6(4),4371.Doi:10.1002/piq.21143
Goldenberg,A.,Russle,M.andCook,A.(2003).Theeffectofcomputersonstudentwriting:
Ametaanalysisofstudiesfrom19922002.
TheJournalofTechnology,Learningand
Assessmen
t,2(1),1851.
http://www.ejournals.bc.edu/ojs/index.php/jtla/article/view/1661
Gustafson,K.,andBranch,R.(2002).Revisioningmodelsofinstructionaldevelopment.
EducationalTechnologyResearchandDevelopment
,3942.
Heitin,L.(2011).Writingrelaunched:Teachingwithdigitaltools.
EducationWeek
.
Retrievedfrom
http://www.edweek.org/tsb/articles/2011/04/04/02digital.h04/html
Larson,M.,andLockee,B.(2014).Analyzingtoidentifythelearners.In
StreamlandID:
Apracticalguidetoinstructionaldesign
.NewYork,NewYork:Routledge.
90
Part4.9Rubrics:
StaterubricandWritingsamples
STAARSingleSelectionrubric
(Retrievedfrom
http://www.tea.texas.gov
)
Readtheselectionandchoosethebestanswertoeachquestion.Thenfillinthe
answeronyouranswerdocument.
HearingtheSweetestSongs
byNicoletteToussaint
Newsweek
May23,1994
EveryyearwhenIwasachild,amanbroughtabig,black,squeaking
machinetoschool.WhenhediscoveredIcouldnthearallhispeepsand
squeaks,hewouldgetveryexcited.Thenursewoulddrawachartwitha
deepcanyoninit.ThenIwouldlistentothesqueakstwoorthreetimes,
whiletheadultswhowereallactingvery,verynicewouldwatchmeraise
myhand.SometimesIcouldnttellwhetherIheardthesqueaksorjust
imaginedthem,butIlikedbeingthecenterofattention.
2MyparentssaidIlostmyhearingtopneumoniaasababy,butIknewI
hadnt
lost
anything.Noneofmypartshaddroppedoff.Nothinghad
changed:ifIwantedtolistentoBeethoven,Icouldputmyheadbetweenthe
speakersandturnthedialupto7.Icouldhearjetsattheairportablock
away.IcouldhearmymomwhenshewasinthesameroomifIwantedto.
IcouldevenhearmycatpurrifIputmygoodearrightontopofhim.
Iwasntawareof
not
hearinguntilIbegantowearahearingaidattheage
of30.Itshatteredmypeace:shoescreaking,paperscrackling,pencils
tapping,phonesringing,refrigeratorshumming,peoplecrackingknuckles,
clearingthroatsandblowingnoses!Cars,bikes,dogs,cats,kidsallseemed
toappearfromnowhereandflyrightatme.
Iwasconstantlystartled,unnerved,agitatedexhausted.Ifeltasthough
inquisitorialNazisinanoldWorldWarIIfilmwereburningthesideofmy
91
headwithamercilesswhitespotlight.Underthatonslaught,Ihadtobreakdown
andconfess:Icouldnthear.Suddenly,IbegantodiscovermanythingsIcouldnt
do.
Icouldntidentifysounds.Oneafternoon,whilelyingonmysidewatchinga
footballgameonTV,Ikepthearinganoisethatsoundedlikemycatplaying
withaflexiblespringdoorstop.Ichecked,butthecatwasasleep.Finally,I
happenedtoliftmyheadasthenoiseoccurred.Heardthroughmygoodear,
themetallicbuzzturnedouttobetherefereeswhistle.
Icouldnttellwheresoundscamefrom.Icouldntfindmyphoneunderthe
blizzardofpapersonmydesk.Themoreitrang,thedeeperIdug.Ishoveled
moundsofpaperontothefloorandfinallyhadtotrackitdownbyfollowingthe
cordfromthewall.
WhenIlivedalone,IfelthelplessbecauseIcouldnthearalarmclocks,
vulnerablebecauseIcouldnthearthefrontdooropenandfrightened
becauseIwouldnthearaburglaruntilitwastoolate.
ThenonedayImissedajobinterviewbecauseofthephone.Ihadgottenoff
thesubway20minutesearly,eageranddressedtothenines.Buttheaddress
Ihadwrittendowndidntexist!Imusthavemisheardit.Isearchedthestreet,
becomingoverheated,lateandfrantic,knowingthatifIconfessedthatI
couldnthearonthephone,Iwouldmakemyoddsofgettinghiredeven
worse.
Forthefirsttime,Ifeltunequal,disadvantagedanddisabled.NowthatIhadsomething
tocompare,IknewthatI
had
lostsomething:notjustmyhearing,butmy
independenceandmysenseofwholeness.Ihadalwayshatedtobeseenasinferior,so
Inevermentionedmylackofhearing.Unlikeawheelchairorawhitecane,my
disabilitydoesntannounceitself.Formostofmylife,Ichosetopassasabled,andI
thoughtIdiditquitewell.
10 ButafterIgotthehearingaid,abusinessfriendsaid,Youknow,Nicolette,
youthinkyougetawaywithnothearing,butyoudont.Sometimesin
meetingsyouanswerthewrongquestion.Peopledontknowyoucanthear,so
theythinkyouredaydreaming,eccentric,stupidorjustplainrude.Itwould
bebettertojusttellthem.
92
11 Iwonderedaboutthatthen,andIstilldo.IfItell,Iriskbeingseenas
un
able
ratherthan
dis
abled.Sometimes,whenIsayIcanthear,thewaiter
willturn
tomycompanionandsay,Whatdoesshewant?asthoughIhavelostmy
powerofspeech.
12 IfItell,peoplemaysee
only
mydisability.Oncesomeoneislabeleddeaf,
crippled,muteoraged,thatstoooftenalltheyare.Imawriter,a
painter,aslapdashhousekeeper,agardenerwhogrowswondrousrosesmy
hearingisjustpartofthewhole.Itsatenderpart,andyoushouldhandleit
withcare.Butlikemostpeoplewithadisability,Idontmindifyouaskabout
it.
13 Infact,youshouldask,becauseitsanimportantpartofme,somethingmy
friendsseeaspartofmycharacter.MyfriendAnnealwaysrestsahandonmy
elbowinparkinglots,sinceseveraltimes,driverswhoassumethatIhearthem
havenearlyrunmeover.WhenIholdmyheadatacertainangle,myhusband,
Mason,willsay,ItsaplaneorItsasiren.Andmymotherlovestolaugh
aboutthetimesI
thought
Iheard:lastweekIwastoldthattheMinotaursin
thegardenaregettingoutofhand.IimaginedcaperingbullmenandIwas
disappointedtolearnthatallwehadinthegardenwereovergrownbaby
tears.
14 Nothearingcanbefunny,orfrustrating.Andonceinawhile,itcanbethe
causeofsomethingtrulytranscendent.OnemorningattheshoreIwas
listeningtotheoceanwhenMasonsaid,Hearthebird?Whatbird?I
listenedharduntilIheardafaint,unbirdlike,croakingsound.Ifhehadnt
mentioneditIwouldneverhavenoticedit.AsIlistened,slowlyIbeganto
hearorperhapsimagineadistantsong.DidI
really
hearit?Orjusthearin
myheartwhathesharedwithme?Idontcare.Songsimaginedareassweet
assongsheard,andsongssharedaresweeterstill.
15 ThatsharingiswhatIwantforallofus.Werealljusttemporarilyabled,and
everyoneofus,ifwelivelongenough,willbecomedisabledinsomeway.
Thoseofuswhohavegottentherefirstcantellyouhowtocopewithphones
andalarmclocks.Aboutwaysofholdingabook,openingadoorandleaningon
acrutchallatthesametime.Andwhatitsliketogiveupindespairon
Thursday,thenbeginalloveragainonFriday,becausetheresnoother
choiceandbecausetherosesarebeginningtobudinthegarden.
93
16 Theseareconversationsweallshouldhave,anditsnotthathardtobegin.
Justletmeseeyourlipswhenyouspeak.Stayinthesameroom.Dont
shout.Andaskwhatyouwanttoknow.
EnglishIShortAnswer
SingleSelection
AfterreadingHearingtheSweetestSongs,doyouthinktheauthor
considersherselfdisabled?Explainyouranswerandsupportitwithevidence
fromtheselection.
STAAREnglishISingleSelection
ScorePoint0InsufficientResponsetotheQuestion
Insufficientresponsesindicateaverylimitedreadingperformance.
Theseresponseshaveoneofthefollowingproblems.
A. Theideaisnotananswertothequestionasked.
B. Theideaisincorrectbecauseitisnotbasedonthetext.
C. The idea is too general, vague, or unclear to determine whether it is
reasonable.
D. No idea is present. Sometimes the response contains only textevidence. At
other times there appears to be an idea however, this idea cannot be
considered an answer to the question becauseitmerelyrepeatsverbatim,or
echoes,thetextevidence.
94
ScorePoint1PartiallySufficientResponsetothe
Question
Partiallysufficientresponsesindicateabasicreadingperformance.
Theseresponseshaveoneofthefollowingcharacteristics.
Theideaisreasonable,buttheresponsecontainsnotextevidence.
Theideaisreasonable,butthetextevidenceisflawedanddoesnotadequately
supporttheidea.Textevidenceisconsideredinadequatewhenitis
o
only a general reference to thetext,
o
toopartialtosupporttheidea,
o
weaklylinkedtotheidea,or
95
o
used inappropriately because it wrongly manipulates the meaning of the
text.
The idea needs more explanation or specificity even though itissupported

withtextevidence.
The idea represents only a literal reading ofthe text,withorwithouttext

evidence.
ScorePoint2SufficientResponsetotheQuestion
Sufficientresponsesindicateasatisfactoryreadingperformance.
Theseresponseshavethefollowingcharacteristics.
Theideaisreasonableandgoesbeyondaliteralreadingofthetext.Itisexplained
specificallyenoughtoshowthatthestudentcanmakeappropriateconnections
acrossthetextanddrawvalidconclusions.
A. Thetextevidenceusedtosupporttheideaisaccurateandrelevant.
B. Theideaandtextevidenceusedtosupportitareclearlylinked.
96
C. The combination of the idea and the text evidence demonstrates a good
understandingofthetext.
ScorePoint3ExemplaryResponsetotheQuestion
Exemplaryresponsesindicateanaccomplishedreading
performance.
Theseresponseshavethefollowingcharacteristics.
The idea is perceptive and reflects an awareness of the complexities of the

text. The student isable to develop a coherentexplanationoftheidea by
makingdiscerningconnectionsacrossthetext.
A. The textevidenceusedtosupporttheideaisspecific andwell chosen.

Overall,theevidencestronglysupportsthevalidityoftheidea.
B. The combination of the idea and the text evidence demonstrates a
deepunderstandingofthetext.
97
98
RubricforDemonstratingUnderstandingoftoolsusedforassessingSTAARwriting
99
RubricforGoogleSlides/EdmodoMastery
100
RubricforReteachingConceptstoLargeGroup
101

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