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Part I: Identification of Learning Problem

Target Audience
The target audience consists of eight certified teachers two Kindergarten, three First Grade, and
three Second Grade. All are females.
Problem Identification
The district has started to integrate more individualized technology in the classroom in the form
of Chromebooks. As the district continues to roll out their plan, teachers will need to be on the
same page, in terms of incorporating more technology based learning in their classrooms.
The training that takes place will allow teachers to learn about Google Classroom, and more
importantly teachers will be setting up their own Google sites for students to use in their
classrooms. Through Google Classroom, teachers can share resources for students, create
documents and classwork for students, allow collaboration, and give effective and immediate
feedback.
Instructional Goals
Users will be able to login to Google and navigate to Google Classroom.
Users will be able to customize and edit their Google Classroom.
Users will be able to add links to websites, handouts, videos, articles, and other resources
to the Google Classroom.
Users will be able to add surveys, forms, and documents from Google apps to their
Google Classroom for students to complete.

Part II: Learner Analysis


Introduction
The targeted group of learners is the team of educators that will pioneer the use of Google
Classrooms in the Primary Grades. My goal is to create a professional development workshop
that will give them the necessary tools to allow the incorporation of Google Classroom into their
own classes.
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 Classroom
Attitudes Towards Content and Academic Motivation
The learners have recognized how helpful the content is. They expressed interest in learning how
to use Google Classrooms with their students. Some are hesitant about incorporating this much
technology at such a young age, as some students may struggle.
Educational Ability Levels
This group of teachers all hold a valid teaching certificate.
General Learning Preferences
The learners expressed a preference towards a face to face 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 beneficial so that
questions can be answered as soon as they come up.
Attitude Towards Teachers and School
The learners have expressed motivation towards learning meeting the goal, and they all seemed
positive about incorporating this in their classrooms.
Group Characteristics
This group of teachers all have at least four years of teaching experience, with the most senior
teacher having twelve. They all have incorporated some form of technology in their classroom
already.
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 Google Classroom 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 Google Classroom Introduction
1.1.1 Navigating to Google Classroom App
1.1.2 Logging in with school email
2.0 Student Perspective in Google Classroom
2.1 Go to Google Classroom
2.1.1 Click Student
2.1.2 Click Join
2.1.3 Type in class code
2.2 Complete Assignment
2.2.1 Find Assignment in stream
2.2.2 Open Assignment
2.2.3 Complete
2.2.4 Click Turn-in
3.0 Setting up Your Google Classroom
3.1 Click Create Class
3.1.1 Type in Class Name
3.1.2 Click Create
3.2 Add students
3.2.1 Click Students Tab
3.2.2 Click Invite Students
3.2.3 Type in all emails for students
3.3 Create Assignment for Students
3.3.1 Click the + on the stream tab
3.3.2 Navigate to Create Assignment
3.3.3 Access the assignment you want from your Drive
3.3.4 Add Due Date, Topic, etc.
3.4 Find Student Work
3.4.1 Click Students Tab
3.4.2 Navigate to their work
3.4.3 To Return work, check the box
4.0 Defining Digital Citizenship
4.1.1 Familiarize yourself with term
4.1.2 Watch Video
4.1.2.1 Discuss as a group
4.1.3 Use the provided unit with your students
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 Classroom for my classroom before. 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 learner will define Google Classroom (ISTE 6a)
Enabling Objectives:
1A: The learner will identify Google Classroom for use as a learning tool
1B: The learner will identify ways in which Google Classroom syncs across all
Google apps and devices
Terminal Objective 2: The learner will set up a Google Classroom via Google account (ISTE
1a)
Enabling Objectives:
2A: The learner will perform procedures to create an account
2B: The learner will list components of Google Classroom beneficial to students
Terminal Objective 3: The learner will explain the term Digital Citizenship (ISTE 2b)
Enabling Objectives:
3A: The learner will identify various forms of communicating the term to their class
3B: The student will perform procedures for teaching the Unit provided
Performance
Content Recall Application
Fact 1, 1A, 1B
Concept 3 3A
Principles 3B
Procedure 2, 2A, 2B
Interpersonal
Attitude

Objectives ISTE Standards


1: The learner will define Google 6. Technology operations and concepts
Classroom Students demonstrate a sound understanding
1A: The learner will identify Google of technology concepts, systems, and operations.
Classroom for use as a learning tool a. Understand and use technology systems
1B: The learner will identify ways in
which Google Classroom syncs across all
Google apps and devices

2: The learner will set up a Google 2. Communication and collaboration


Classroom via Google account Students use digital media and environments to
2A: The learner will perform procedures communicate and work collaboratively, including
to create an account at a distance, to support individual learning and
2B: The learner will list components of contribute to the learning of others.
Google Classroom beneficial to students b. Communicate information and ideas
effectively to multiple audiences using a variety
of media and formats
3: The learner will explain the term 1. Creativity and innovation
Digital Citizenship Students demonstrate creative thinking, construct
3A: The learner will identify various knowledge, and develop innovative products and
forms of communicating the term to their processes using technology.
class a. Apply existing knowledge to generate new
3B: The student will perform procedures ideas, products, or processes
for teaching the Unit provided

Part V: Development of Assessments


Lesson 1: Lesson 1: Lesson 1:
Implementing Google Implementing Implementing
Classroom Google Classroom Google Classroom
Goals Learners will define Learners will set up a Learners will explain
Google Classroom. Google Classroom via Digital Citizenship
a Google account and how to teach it
Objectives Terminal 1 Objective: Terminal 2 Terminal 3
The learner will define Objective: The Objective: The
Google Classroom learner will set up a learner will explain
Google Classroom the term Digital
1A: The learner will via Google account Citizenship
identify Google
Classroom for use as a 2A: The learner will 3A: The learner will
learning tool perform procedures to identify various
1B: The learner will create an account forms of
identify ways in which 2B: The learner will communicating the
Google Classroom list components of term to their class
syncs across all Google Google Classroom 3B: The student will
apps and devices beneficial to students perform procedures
for teaching the Unit
provided
UDL Learners are given Learners are Learners are given
multiple means of optimizing value and multiple means of
expression. authenticity through expression and
the development of representation.
their own artifacts.
Assessments Learners will be Learners will build Learners will have
answering the their Google Site. students complete the
introduction question They will have to add Digital Citizenship
once they have me as a student to Unit
navigated to the student their class to show
perspective and joined completion.
the class.

Part VI: Instructional Sequence


Sequenc Description Objectiv
e e
1 Define Google Classroom 1
2 Set up a Google Classroom 2
3 Explain Digital Citizenship and Teach it 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: Implementing Google Classroom
Objective 1: The learner will define Google Classroom
1A: The learner will identify Google Classroom for use as a learning tool
1B: The learner will identify ways in which Google Classroom syncs across all Google
apps and devices
Initial Presentation: Have learners watch an introduction video and discuss becoming producers
of technology, not just consumers. The teacher will be supporting the background context with
requested help in 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 learner will set up a Google Classroom via Google account
2A: The learner will perform procedures to create an account
2B: The learner will list components of Google Classroom beneficial to students
Motivational Strategy: Have the learners brainstorm ideas for assignments their students could
work on. 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: Have class use an online discussion board to talk about their experiences
with Google. As part of UDL, the teacher will provide feedback for all discussions, as he or she
will be monitoring all group discussions. Also provide the outlined steps for creating a Google
Classroom for all of the students to see. As part of differentiated instruction, learners 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 learners begin creating their accounts for Google Classroom. Have
students post the code to join in a small group discussion board for their Classroom so that others
can provide feedback and offer support (Morrison et al., 2012, p. 214). Instruct learners to keep
up their Classroom, and have them complete a timeline for when they plan on updating
(Morrison et al., 2012, p. 208). The teacher will be providing opportunities for demonstrating the
skills in the lesson, and the teacher will continue to provide feedback.
Objective 3: The learner will explain the term Digital Citizenship
3A: The learner will identify various forms of communicating the term to their class
3B: The student will perform procedures for teaching the Unit provided
Motivational Strategy: Have the learners to speculate out loud via padlet.com how they would
define Digital Citizenship (Morrison et al., 2012, p. 211). The teacher will be providing feedback
as the students add to the padlet.
Initial Presentation: Show the brief video about how Digital Citizenship. Learners will also be
lead in a discussion about their thoughts on how to teach this to students. (Morrison et al., 2012,
p. 211). Allow the learners to post their questions and concerns, in case others have the same
questions. The teacher will address all questions and concerns.
Generative Strategy: Have learners look at examples of Digital Citizenship that have been used.
Ask the students to start brainstorming ideas about what they would introduce this to their class
along with the unit provided.

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: Lesson 1: Lesson 1:
Implementing Google Implementing Implementing
Classroom Google Classroom Google Classroom
Goals Learners will define Learners will set up a Learners will explain
Google Classroom. Google Classroom via Digital Citizenship
a Google account and how to teach it
Objectives Terminal 1 Objective: Terminal 2 Terminal 3
The learner will define Objective: The Objective: The
Google Classroom learner will set up a learner will explain
Google Classroom the term Digital
1A: The learner will via Google account Citizenship
identify Google
Classroom for use as a 2A: The learner will 3A: The learner will
learning tool perform procedures to identify various
1B: The learner will create an account forms of
identify ways in which 2B: The learner will communicating the
Google Classroom list components of term to their class
syncs across all Google Google site that aids 3B: The student will
apps and devices in communication perform procedures
for teaching the Unit
provided
UDL Learners are given Learners are Learners are given
multiple means of optimizing value and multiple means of
expression. authenticity through expression and
the development of representation.
their own artifacts.
Assessments Learners will be Learners will build Learners will have
answering the their Google Site. students complete the
introduction question They will have to add Digital Citizenship
once they have me as a student to Unit
navigated to the student their class to show
perspective and joined completion.
the class.

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 assistant
principal 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.