Part I: Identification of Learning Problem

Target Audience
The target audience consists of certified teachers from all backgrounds and experience levels
within the school. The target audience teaches students who are in grades pre-kindergarten
through eight (ages 4-13). All of the certified teachers providing direct instruction to students
will be the first to receive the training.
Problem Identification
The district has started to integrate more individualized technology in the classroom: handheld
devices, Chromebooks, and laptops. The district has a goal for every student to have access to
some form of technology at all times during the school day. Students may even bring their own
form of technology to school to use as part of a new movement, BYOT (Bring Your Own
Technology). The districts plan allows students to have access to information at all times.
As the district continues to roll out their plan, teachers will need to be on the same terms. The
teachers will need to have a uniform approach to the plan that will allow maximum security for
students as they use the technology and maximum outcomes as they learn from the technology.
The teachers will need a place for students to start from when beginning to search for
information. Right now when students use the aforementioned technology, they randomly logon
to a website and begin. This is not safe for students, wastes time, and causes a distraction for
students and teachers.
The training that takes place will allow teachers to learn about Google Education, and more
importantly teachers will be setting up their own Google sites for students to use in their
classrooms. Through Google sites, teachers can share resources for students, create documents
and classwork for students, and keep students and their parents up to date. Students who are
using any form of technology in a classroom will be instructed to first log onto that Google site
for further instructions and resources; therefore, teachers must be trained on how to setup and
maintain these sites.
Instructional Goals
Users will be able to login to Google and signup for a Google site.
Users will be able to customize and edit their Google site for their classroom.
Users will be able to add links to websites, handouts, videos, articles, and other resources
to the Google site.
Users will be able to add surveys, forms, and documents from Google apps to their site.

Part II: Learner Analysis

Introduction
The targeted group of learners is the team of educators at Isle of Hope K-8 School in Savannah,
Georgia. The school is located in the Isle of Hope community where the average family falls in
the middle class. 30% of the learners live in or right around the community. 35% live in a
community similar or more affluent to Isle of Hope, and 35% live in a different community. The
majority of the learners are Caucasian and middle aged. About 25% of the learners are African
American. 15% of the learners have been teaching for ten years or less. 60% of the learners are
married while the other 40% are single or divorced. The information collected was done so by
surveys and school records.
Entry Skills and Prior Knowledge
Basic computer skills (Microsoft Word, PowerPoint, Excel)
Able to navigate the internet
Strong communication skills
Prior knowledge of Google will be helpful
Must know it will take consistent monitoring of Google Site
Attitudes Towards Content and Academic Motivation
The learners have recognized how helpful the content is. They expressed interest in learning how
to build a website, or a better website in some cases, for their classrooms. About 5% already have
classroom websites, but do not have them working as the homepage for classroom computers.
80% of learners expressed their comfort with learning about the new tool, while the others were
hesitant.
Educational Ability Levels
. 90% of the learners hold at least a bachelors degree in education. 5% hold an associates
degree and work as a paraprofessional. 5% have completed some college coursework and also
work as a paraprofessional. 35% of learners hold a masters degree, 15% hold a specialist degree,
and 2% hold a doctorate.
General Learning Preferences
The learners expressed a preference towards a workshop style online training. They like
examples and explanation of procedures, and with a workshop style training the learners will be
able to reach the goal with the examples. The learners feel like a workshop style will be simple to
follow and easy to finish while working a full time job.

Attitude towards Teachers and School

The majority of the learners showed a respect for the other teachers and faculty at the school.
They feel a deep commitment to the students, other teachers, and schools well-being. The
learners said they look forward to coming to school every day and working with their co-
workers. They often have functions together outside of school to keep the morale high.
Group Characteristics
The school is located in the Isle of Hope community and serves that community and the surround
community, known as Sandfly. The Sandfly community is made up of families that fall at or
below the poverty level. The school is a Title I school, and 95% of the students receive free or
reduced lunch. This brings the learners together as a group. The learners work as a group to
support each other and provide extra help when needed. The group as a whole has an excellent
morale and seems to enjoy working with others. The learners are a positive group of people and
are open to new ideas. The information was obtained from the schools website and from
spending time with the learners.
Part III: Task Analysis
Task Analysis
I conducted the task analysis using both a topic analysis and procedural analysis. Most of the
learning will be procedural. As I typed out the steps I opened a site to make sure that I did not
miss anything important. I can guide the learners only so far, and then it will be up to them to
make their sites their own. This is why I also created a topic outline. I want the learners to know
the value of a Google site and how it can benefit them.
The learners attitudes will greatly impact their learning. They need to be open and willing to
create and maintain a site in order for it to be successful.
I combined both the topic and procedural analysis into one once I had written them both. The
majority of the topic analysis was inserted at the end, because I feel like this is where the learners
will need to be cheered on. They may feel overwhelmed after seeing the procedural analysis, so
giving them the benefits through the topic analysis at the end should help them feel competent.
1.0 Introduction of Google
1.1 Sign-up for Google account
1.1.1 Set-up email name
1.1.2 Set-up password
1.2 Familiarize with different Google apps
1.2.1 Show where apps are located in Google
1.2.2 Check Gmail
1.2.3 Set-up Google calendar
1.2.4 Demonstrate synchronization between apps and Google Sites
2.0 Setup Google Sites
2.1 Go to Google apps
2.1.1 Click Sites
2.1.2 Click Create
2.1.3 Choose Classroom Site
2.2 Pick out website name
2.2.1 Type it in to the box
2.2.2 Choose theme
2.2.3 Click create
2.3 Type in code to prove youre human
3.0 Navigating Google Sites
3.1 Easy to use edit feature
3.2 Manage Site is user friendly
3.3 Easily navigate between pages
3.4 Choose layout for easiest navigation
4.0 Begin editing pages
4.1.1 Familiarize yourself with the settings button
4.1.1.1 It is located in the upper right hand corner
4.1.2 Locate the edit pages button
4.1.2.1 It is located in the upper right hand corner as well
4.1.3 Use the Google tips to build your website
5.0 Benefits of a Google Site
5.1 It is synced with your Google account
5.1.1 You can easily tie in your calendar and email
5.1.2 You can also add your Google docs and forms
5.2 It is user friendly
5.2.1 It is completely free to use
5.2.2 There are Google tips to help you set everything up
5.2.3 There are pre-made templates
6.0 Saving
6.1 Always click Save after editing any page
6.2 Always click Save after changing any preferences
Subject Matter Expert (SME)
I, Sarah West, will serve as the SME for this instructional plan. I have a Bachelor of Science
degree in Early Childhood Education from Armstrong Atlantic State University in Savannah,
Georgia. I am currently pursuing a dual graduate degree in Instructional Technology/School
Library Media from Georgia Southern University in Statesboro, Georgia.
I am qualified to serve as the SME because of my experience in technology. I have maintained a
Google Site for my classroom before. I know how important communication is between teachers
and parents in a classroom environment. My job on my grade level team is to serve as the
monthly newsletter writer, as well as the technology captain.

Part IV: Instructional Objectives

Terminal Objective 1: The student will define Google Sites (ISTE 6a)
Enabling Objectives:
 1A: The student will identify Google Sites for use as a classroom website
1B: The student will identify ways in which Google accounts sync across all
Google apps and devices
Terminal Objective 2: The student will explain ways teachers can use classroom websites for
communication (ISTE 2b)
Enabling Objectives:
2A: The student will identify various forms of communication via a classroom website
2B: The student will list components of Google site that aids in communication
Terminal Objective 3: The student will set up a Google Site via Google account (ISTE 1a)
Enabling Objectives:
3A: The student will perform procedures to create an account
3B: The student will perform procedures for creating Google Site
Performance
Content Recall Application
Fact 1, 1A, 1B
Concept 2 2A
Principles 2B
Procedure 3, 3A, 3B
Interpersonal
Attitude

Objectives ISTE Standards

1: The student will define Google Sites
1A: The student will identify Google Sites
for use as a classroom website
1B: The student will identify ways in
which Google accounts sync across all
Google apps and devices
6. Technology operations and concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations.
a. Understand and use technology systems

2: The student will explain ways teachers 2. Communication and collaboration

can use classroom websites for
communication
2A: The student will identify various
forms of communication via a classroom
website
2B: The student will list components of
Google site that aids in communication
Students use digital media and environments to
communicate and work collaboratively, including
at a distance, to support individual learning and
contribute to the learning of others.
b. Communicate information and ideas
effectively to multiple audiences using a variety
of media and formats
3: The student will set up a Google Site
via Google account
3A: The student will perform procedures
to create an account
3B: The student will perform procedures
for creating Google Site
1. Creativity and innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new
ideas, products, or processes

Part V: Development of Assessments

Lesson 1: An Lesson 1: An Lesson 2: Designing
Introduction to Google Introduction to a Google Classroom
Sites for Use as a Google Sites for Use Website
Classroom Website as a Classroom
Website
Goals Students will define Students will explain Students will set up a
Google Sites. ways teachers use Google Site via a
Students will classroom websites for Google account
differentiate it from communication
other accounts.
Objectives Terminal 1 Objective: Terminal 2 Terminal 3
The student will define Objective: The Objective: The
Google Sites student will explain student will set up a
ways teachers can Google Site via
1A: The student will use classroom Google account
identify Google Sites websites for
for use as a classroom communication 3A: The student will
website perform procedures
2A: The student will to create an account
1B: The student will identify various forms
identify ways in which of communication via 3B: The student will
Google accounts sync a classroom website perform procedures
across all Google apps for creating Google
and devices 2B: The student will Site
list components of
Google site that aids
in communication

UDL Learners are given Learners are given Learners are

multiple means of multiple means of optimizing value and
 expression. expression and authenticity through
representation. the development of
their own artifacts.
Assessments Learners will be Learners will Learners will build
answering the question: complete a quiz on their Google Site.
How can Google Sites various forms of They will have a
be beneficial for use as communication using rubric to follow.
a classroom website? Google Docs.
They can write a
paragraph or use
Google voice to answer
the question.

Lesson 1: An Introduction to Google Sites for Use as a Classroom Website

Objective 1: The student will define Google Sites (ISTE 6a)
1A: The student will identify Google Sites for use as a classroom website
1B: The student will identify ways in which Google accounts sync across all Google apps
and devices
Assessment: Learners will be answering the question: How can Google Sites be beneficial for
use as a classroom website? Learners can either write a paragraph or record their answer on
Google Voice. Learners must provide clear points that support their explanation and cite
examples that follow their point of view. The teacher will provide a rubric for guidance on
answering the question. Some learners will be required to use a graphic organizer to help answer
the question.
UDL Principle: Multiple means of action and expression are used with the choice of written or
oral response to the question.
Objective 2: The student will explain ways teachers can use classroom websites for
communication (ISTE 2b)
2A: The student will identify various forms of communication via a classroom website
2B: The student will list components of Google site that aids in communication
Assessment: Learners will complete a quiz on various forms of communication using Google
Docs. Learners will be given a short answer quiz after completing the assigned readings. There
will be a differentiated quiz that will include multiple choice questions.
UDL Principle: The quiz will be differentiated to provide multiple means of expression. Some
learners will complete a more objective quiz with multiple choice, while others will answer
open-ended questions.
 Lesson 2: Designing a Google Classroom Website
Objective 3: The student will set up a Google Site via Google account (ISTE 1a)
3A: The student will perform procedures to create an account
3B: The student will perform procedures for creating Google Site
Assessment: Learners will follow a rubric on completing their Google Site. The must haves on
their site will be listed on the rubric for the learners to include. The built Google Site URL will
be submitted for assessment.
UDL Principle: Multiple means of engagement and of action and expression is provided. The
learners will read articles that should interest them and engage them in the building of their
Google Site. The learners will also be able to express themselves creatively.

Assessment Examples
Objective 1 Assessment
You have now heard and seen how Google can be used to help start and maintain a classroom
website. As you think about how Google can be beneficial to you in your classroom, answer the
following question: How can Google Sites be beneficial for use as a classroom website?
You may choose to write a paragraph or record your voice using a Web 2.0 tool. You must clearly
support your statements and cite examples that support your point of view. The examples can be
blog posts, articles, or other classroom websites that you would like to use as model.
1 2 3
Explanation Learners do not Learners provide Learners clearly
provide any points one or two points to provide at least
for their statement. support their three points to
statement. support their
statement.
Point of View No supporting One supporting At least two
examples are given example is cited for supporting and
the learners point clear examples are
of view cited for the
learners point of
view

Objective 2 Assessment
You have read articles on the benefits of a Google Site and how to use the site for
communication. Complete the questions.
 1. Name at least two ways that you can include various forms of communication in your
Google Site.

2. What are ways that you can keep families and students up-to-date using the Google Site?

3. How can you ensure that you are maintaining an up-to-date site for your classroom?

Differentiated Quiz Multiple Choice Questions to replace open-ended questions

1. What are ways that you can use various forms of communication in your Google Site?
a. Blogs
b. Calendars
c. Providing email address
d. All of the above
2. How can you maintain an up-to-date site for your classroom?
a. Set it up and then forget about it
b. Consistently check and update the site on at least a weekly basis
Answer Key
1. Name at least two ways that you can include various forms of communication in your
Google Site.
Embedding a blog into the site, using Google calendar and linking it to the site, providing
a discussion board for families, having a link to an email address

2. What are ways that you can keep families and students up-to-date using the Google Site?
Posting updates, linking homework assignments, embedding a calendar

3. How can you ensure that you are maintaining an up-to-date site for your classroom?
Checking the Site on a regular basis

Objective 3 Assessment
You have been given directions and examples on how to create a Google Site. It is now your turn
to build your Google Site. Follow the rubric as you construct the site.
1 2 3
 Content Site does not Site is very limited Site contains clear
provide any on information information that is
information clearly applicable
to intended
audience
Functionality Site is very difficult Site can be Site is laid out in a
to navigate navigated, but has way that is easy to
difficult/confusing navigate and find
areas what the viewer is
searching for
Assessment example can be found here:
https://sites.google.com/site/misswestsfirstgradeclassroom/

Part VI: Instructional Sequence

Sequenc Description Objectiv
e e
1 Define Google Sites and differentiate it from other accounts 1
2 Explain ways teachers use classroom websites for communication 2
 3 Set up a Google Site via a Google account 3

This sequence builds in a world-related order. The content will be presented in a sequence that is
consistent with the real world, and the learner will proceed in a way that is consistent with a
lesson plan written by a teacher. As the learner goes through the learning sequence it will seem
very natural, as if they are doing a day to day activity. The sequencing is setup so that learners
will start at the beginning of a book and finish at the end of the book, working through a
normal day. The learners will go through a series of alternating group discussions and readings
with hands-on activities to stay engaged and motivated. The goal is for the learners to finish with
a concrete idea of the content.
Lesson 1: An Introduction to Google Sites for Use as a Classroom Website
Objective 1: The student will define Google Sites
Objective 1A: The student will identify Google Sites for use as a classroom website
Objective 1B: The student will identify ways in which Google accounts sync across all
Google apps and devices
Initial Presentation: Have students read a few articles about classroom websites: Using a
Classroom Website to Communicate with Parents and Teachers Guide on the Use of Google
Sites in the Classroom. The teacher will be supporting the background context with requested
helpin addition to these articles as part of differentiated instruction.
Generative Strategy: Have class break into the smaller discussion groups they have been
assigned to. The groups will discuss and create a list of their thoughts using todaysmeet.com
(Morrison et al., 2012, p. 214). The teacher will also be highlighting the critical features that all
learners need to be paying attention to.
Objective 2: The student will explain ways teachers can use classroom websites for
communication
Objective 2A: The student will identify various forms of communication via a classroom
website
Objective 2B: The student will list components of Google site that aids in communication
Motivational Strategy: Have the students to speculate out loud via padlet.com how they would
use a classroom website to communicate with students, parents, and other faculty members
(Morrison et al., 2012, p. 211). The students should also include a few examples of a form of
communication they would use (blogs, calendars, online newsletters, etc.). The teacher will be
providing feedback as the students add to the padlet.
Initial Presentation: Have class use an online discussion board to talk about their experiences
with Google. Students will also be lead in a discussion about their thoughts on what a classroom
website could be used for (Morrison et al., 2012, p. 211). Have class participate in watching a
short video on how Google syncs to all Google apps and devices. As part of UDL, the teacher
will provide feedback for all discussions, as he or she will be monitoring all group discussions.
The students may choose to type their experiences, create a short video, or use Google Voice to
record their experiences to the discussion board. Generative Strategy: Have students look at
examples of Google Sites that have been used for classroom websites. Ask the students to start
brainstorming ideas about what they would like theirs to consist of.
Lesson 2: Designing a Google Classroom Website
Objective 3: The student will set up a Google Site via Google account (ISTE 1a)
Objective 3A: The student will perform procedures to create an account
Objective 3B: The student will perform procedures for creating Google Site
Motivational Strategy: Have the students brainstorm ideas for the name of their classroom
website. Let them post on the discussion board and provide feedback for each other (Morrison et
al., 2012, p. 211). This will get them excited and motivated. The teacher will be providing
opportunities for support as part of differentiated instruction.
Initial Presentation: Show the brief video about how to set up a Google Site. Allow the students
to post their questions and concerns, in case others have the same questions. The teacher will
address all questions and concerns. Also provide the outlined steps for creating a Google Site for
all of the students to see. As part of differentiated instruction, students will have a choice of their
learning context by choosing to read the steps or watch the video while setting up their Google
Site. .
Generative Strategy: Have students begin creating their accounts and Google Sites. Have
students post the URL in a small group discussion board for their site so that others can provide
feedback and offer support (Morrison et al., 2012, p. 214). Instruct students to keep up their
website, and have them complete a timeline for when they plan on updating (Morrison et al.,
2012, p. 208). Make sure they are checking their website for accuracy at least once a week. The
teacher will be providing opportunities for demonstrating the skills in the lesson, and the teacher
will continue to provide feedback.

References
Brown, S. (n.d.). Using a classroom webpage to communicate with parents. Retrieved from
http://www.learnnc.org/lp/pages/689?style=print
Kharback, M. (2013,January). Teachers guide on the use of google sites in the classroom. [Web
blog]. Retrieved from http://www.educatorstechnology.com/2013/01/teachers-guide-on-
use-of-google-sites.html
Morrison, G.R., Ross, S.M., Kalman, H.K. & Kemp, J.E. (2012). Designing effective instruction
(7th edition). New York: John Wiley & Sons.
 Part VII: Design of Instruction
Lesson 1: An Lesson 1: An Lesson 2: Designing
Introduction to Google Introduction to a Google Classroom
Sites for Use as a Google Sites for Use Website
Classroom Website as a Classroom
Website
Goals Students will define Students will explain Students will set up a
Google Sites. ways teachers use Google Site via a
Students will classroom websites for Google account
differentiate it from communication
other accounts.
Objectives Terminal 1 Objective: Terminal 2 Terminal 3
The student will define Objective: The Objective: The
Google Sites student will explain student will set up a
ways teachers can Google Site via
1A: The student will use classroom Google account
identify Google Sites websites for
for use as a classroom communication 3A: The student will
website perform procedures
2A: The student will to create an account
1B: The student will identify various forms
identify ways in which of communication via 3B: The student will
Google accounts sync a classroom website perform procedures
across all Google apps for creating Google
and devices 2B: The student will Site
list components of
Google site that aids
in communication

UDL Learners are given Learners are given Learners are

multiple means of multiple means of optimizing value and
expression. expression and authenticity through
representation. the development of
their own artifacts.
Assessments Learners will be Learners will Learners will build
answering the question: complete a quiz on their Google Site.
How can Google Sites various forms of They will have a
be beneficial for use as communication using rubric to follow.
a classroom website? Google Docs.
They can write a
paragraph or use
Google voice to answer
the question.
 Part VIII: Formative Evaluation Plan

Learner evaluation will be collected through a survey at the end of the course. The
learners will complete a survey rating different aspects of the online course. Questions will be
asked about the applicability, resources, and other aspects. In addition to the survey, the learners
completed assessments will be taken into account. My appointed SME, a certified school media
specialist with a strong background in technology, will look over the online module and the
learners completed assessments as she evaluates the online module. She will have her own login
to the module and will be able to see all of the contents.

The survey can be found here.

The data will be collected and put into chart form. Each question will be included in the
chart, which will depict the areas that need improvement. Also, the comments made by the
learners will be taken into account. The survey will play a part in determining future use of the
same course, improvements to the course, and areas that are weak that need to be made stronger.