FRIT 7739

Staff Development
Instructional Design Document

Kayla Metheny

Dr. Akcaoglu
Spring 2017
 Part I: Identification of Learning Problem

Target Audience

The learners that I will be guiding through the staff development are 14 media specialists

from a variety of school levels within the Camden County School District; 8 elementary, 2

middle school, and 3 high school.

Learning Problem

The learning problem I have identified is common throughout the county. Teachers are

formatively assessing students throughout their lessons mostly through paper and pencil.

Students need an engaging way to show what they know and teachers need a more economical

and efficient way to collect student data.

Goal

The goal of the instruction is for the learner to be able to create a padlet to use in their

lessons as a way to check for student understanding.

Part II: Learner Analysis

Introduction

The learners of the staff development represent the media specialists of Camden County

Schools. The demographics of the media specialists include 1 male and 13 females. Their

experiences range in years from two to twenty plus. My goal is for the media specialists is to

learn the web 2.0 tool Padlet to utilize in their lessons as well as relay the information to the

teacher within their school.

 Entry Skills and Prior Knowledge

The media specialists that will be attending the staff development have a range of

background knowledge. 8 of the 14 have a Bachelor's degree in education and a dual Master's

degree in School Library Media and Instructional Technology. The remaining 4 have a Bachelor's

degree in Middle Grades Education and a Masters in School Library Media. The role of the

media specialist has instructional technology intertwined into the position in Camden County

Schools; therefore, the learners of this staff development are familiar with technology.

Part III: Task Analysis

I used a procedural analysis to determine the steps needed to complete a padlet from

scratch. The procedural analysis will be used as an outline to how determine each step is

identified to meet the goal. This outline will be used during my staff development, the

completion of my online staff development, and teachers will have access to the task outline to

relay the information back to teachers in their school.

Subject Matter Expert (SME):

I, Kayla Metheny, will serve as the subject matter expert throughout this instructional

unit. I am a highly qualified teacher in the state of Georgia with a B.S. degree in Early Childhood

Education and currently obtaining a M.ED in Instructional Technology. I have 4 years of

experience being in a 1:1 device classroom using web 2.0 tools regularly in my lessons.

Task Outline:

1. Introduce the concept of Padlet.

1.1 Define padlet

1.2 Explain ways in which padlet can be used

 1.2.1 Formative Assessments (Exit Tickets)

1.2.2 Assignments

1.2.3 Collaboration

1.2.4 Product/presentation display

1.2.5 Content Questions and Answer Site

1.2.6 Assignment Instructions

2. Explain why Padlet should be used in the classroom

2.1 Incorporates the use of technology

2.2 Information is stored in one place

2.3 Collaborative

2.4 Flexible

2.5 Easy and Inclusive

2.6 Private and Secure

3. Show Examples of Padlets

4. Show learners how to create a Padlet account

5. Show learners how to create a Padlet

5.1 Change the Background

5.2 Add text

5.3 Explain file types that can be uploaded

5.4 Add collaborators

 6. Show learners how to share and export Padlets

6.1 Share by email

6.2 Share and post to Google Classroom

6.3 Export as a PDF

7. Give the learners the final assessment and course evaluation

7.1 Have the learners complete the assessment on Google Forms

7.2 Have the learners complete the course evaluation on Google Forms

Task Diagram:

Part IV: Instructional Objectives

Terminal Objective 1:
Following the unit, learners will be able to create Padlets for teacher and student use to

incorporate a digital learning environment in the classroom.

Enabling Objectives:

1a. Learners will be able to create a padlet account

1b. Learners will be able to demonstrate their ability to create new Padlets.

Part V: Content Sequencing

Summary Table:

Sequence Description Objective

1 Creating A Padlet 1 - 1a, 1b

The instructional sequence was arranged using concept-related sequencing, more

specifically, propositional relations, in which the learner is first presented with the content basics

and examples, then the learner will be presented with a task.

Instructional Strategies:

Performance

Content Recall Comprehension Application Analysis Synthesis Evaluation

Fact

Concept Objective 1a

Principles
and Rules

Procedure Objective 1b
Interperso
nal

Attitude

Part VI: Instructional Design Summary

Instructional Goals Objectives UDL Assessments

Strategies

Lesson 1: The goal of the All objectives Multiple Means Learners will be
Creating a Padlet instruction is for will be taught in of Engagement: assessed by use
the learner to be 1 lesson. Engaging of instructor
Students will able to create a platform, choice observation and
recall and apply Padlet for use in of Padlet topic, by data collected
the steps of a their lessons as a layout of Padlet, from the
procedure. way to check for and responses to assessment on
student questions Google Forms.
understanding. (verbal, padlet,
think pair share,
etc.).

UDL Differentiation for Assessments:

Lesson 1:

Differentiated instruction refers to instructional practices that are altered to meet the needs,

abilities, interests, and motivations of students (Nitko & Brookhart 2015). Multiple Means of

Engagement will be used in the lesson. Learners will be engaged through the use of an

innovative platform, choice of Padlet topic, layout of Padlet, and responses to questions will vary

in style from independent to collaborative and by means of verbal communication to the use of a

padlet.

Lesson Summary:
 Task Description

Gain the attention of your learners Introduce course site and Watch Web 2.0
Collaboration in the 21st Century

Inform the learners of their objectives Learners will be directed to the objectives
section of the site.

Activate Prior Knowledge What Web 2.0 are you or your teachers using?
Responses collected on Padlet

Deliver Content to the Learners Content will be delivered through the use of a
website and facilitator guidance. I, the
facilitator, will walk the learners through the
steps to create their Padlet.

Generative Strategies Learners will create their own Padlet account

and Padlet.

Differentiation Multiple Means of Engagement: Engaging

platform, choice of Padlet topic, layout of
Padlet, and responses to questions (verbal,
padlet, think pair share, etc.).

Part VII: Formative Evaluation Plan

Subject Matter Expert

The SME I have chosen to conduct a Connoisseur-Based Study for my instructional

design serves as the Media Specialist at my school. In addition to this role, she serves as my site

supervisor for my practicum field experience. She is more than eligible to serve as an SME. She

has 23 years of teaching experience. All 23 years she has taught at the elementary level. She

holds a Bachelor degree in early childhood education, as well as, a dual Masters degree in

Library Media and Instructional Technology.

Evaluation Survey
 The survey will guide the SME in reviewing the instructional design. The survey includes

questions from the following three categories: content appropriateness and accuracy,

completeness, usability and appeal. The survey will be completed online using Google Forms.

The results of the survey will guide revisions in the design.

The survey will be given at the end of the staff development. In addition to my SME, I

will have all learners complete the survey. After the completion of the staff development my

SME and I will review the results of the survey and make changes to the staff development as

needed for future use.

Evaluation Survey

Learner Assessment

The learner assessment has been created in alignment with each objective for the

instruction. This assessment will be taken after the instruction has occurred. After the assessment

has been completed the results will be analyzed to see how much learning has occurred.

Assessment

I was able to create an account for Padlet.*

Linear Scale (strongly disagree) 1-5 (strongly agree)

I was able to create a new Padlet.*

Linear Scale (strongly disagree) 1-5 (strongly agree)

I was able to give my Padlet a title and description.*

Linear Scale (strongly disagree) 1-5 (strongly agree)

I was able to change the background of my Padlet.*

Linear Scale (strongly disagree) 1-5 (strongly agree)

I was able to change the access for viewers.*

Linear Scale (strongly disagree) 1-5 (strongly agree)

I was able to post my Padlet for viewers.*

Linear Scale (strongly disagree) 1-5 (strongly agree)

References

Nitko, A. J., & Brookhart, S. M. (2015). Educational assessment of students (7th ed.). Boston,
MA: Pearson Education.