Part 1: Identification of Learning Problem

General Audience
The primary audience consists of certified teachers and support staff of all ages, experience
levels, and areas within Screven County Elementary School. The primary audience teaches
grades Kindergarten through Fifth. The ages of these students vary widely from four to twelve
years. Any personnel involved in direct instruction will be among the first to receive the
training.
Problem Identification
Screven County Elementary School has been making a push toward students taking more
responsibility for their own learning. Teachers have been taking part in the Georgia Formative
Instructional Practices (FIP) Modules, which assist educators in learning the four core
components of formative instructional practices and enhance their own use of these strategies.
Through the first three modules, the teachers have learned about learning targets and different
methods of instruction. The idea is to create a classroom environment that promotes learning
and motivates students to challenge themselves.
Studies have shown that students of all ages and ability levels can benefit from self-directed
learning. Self-directed learning is defined as any increase in knowledge, skill or performance
pursued by any individual for personal reasons employing any means, in any place at any time at
any age. Self-directed learning promotes inquiry. Students have a natural curiosity, and teachers
should use this to their advantage in the classroom environment.
GALILEO, GeorgiA LIbrary LEarning Online, is an initiative of the Board of Regents of the
University System of Georgia. GALILEO is an online library portal that gives participating
institutions access to over 100 databases which index thousands of periodicals, journals,
encyclopedias, business directories, and government publications.
Teachers have very little knowledge of GALILEO and its number of resources available. Many
people think that GALILEO is a complicated website where they can find journal articles to
support research projects. However, GALILEO offers so much more for Georgia citizens.

GALILEO can be a very useful tool in developing instruction that is self-directed. It can also
provide methods of differentiation, promote digital citizenship, and multimedia resources.
Training teachers about self-directed learning and GALILEO can provide a meaningful learning
environment through the use of technology.
Instructional Goals

Users will be able to log in to GALILEO

Users will be able to navigate through the different resources GALILEO provides
Users will be able to create a lesson that uses one of GALILEOs resources on a topic of
their choice.
Part II: Learner Analysis

Introduction
The learners are teachers at Screven County Elementary School. These learners teach grades
Kindergarten through Fifth. The learners range from age 21 to 60. There are 8 Kindergarten, 7
first grade, 8 second grade, 8 third grade, 6 fourth grade, 8 fifth grade, and 10 special education
teachers. The learners have varied amounts of experience ranging from 1 year to 30 years. The
learners also vary in certification, intellectual ability, technological skills, and motivation.
Paraprofessionals that contribute to instruction will be encouraged to participate in online
module but will not be required. Information was obtained through the use of a survey.
Entry Skills

Able to log on to a computer

Able to log on to programs using passwords
Able to use basic search engine features
Basic concept of self-directed learning
Basic typing ability
Able to save a word document
Able to print a word document

Prior Knowledge
Although all teachers work with elementary students, few have created self-directed
activities for instructional content

Potential Misconceptions

Self-directed learning means that students should not have any guidance or structure.
GALILEO is used only at the high school and higher education levels.
GALILEO can only be used at school.
Elementary students cannot properly use technology.
Some students cannot read, so they cannot participate in self-directed learning.

Attitudes Toward Content & Academic Motivation

The majority of teachers participating recognized it is important for students to take
responsibility in the learning process. Several teachers stated that they have used some sort of
self-directed learning in the classroom environment. A majority of the teachers said that lack of
instructional time during the day is a major factor in why they do not implement more selfdirected learning. When asked how willing they would be to implement more self-directed
instruction, 60% said that they would definitely implement more next academic year. 70% of the
teachers say that they have used GALILEO in the past. Most of these teachers commented that
they only used it as a research tool to find articles for research projects of their own. 15%
claimed to have used GALILEO in their classroom to enhance instruction at least once. These
results were gathered through the use of an online survey.
Education Ability Levels
100% of all teachers possess a minimum of a Bachelors degree in an educational field. 60%
have a focus in Early Childhood (P-5), 20% are Middle Grades certified (4-8), and the remaining
20% are certified in special education. 60% have added or are currently working on a graduate
school degree to their original certification. This information was obtained through the use of an
online survey.
General Learning Preferences
The learners expressed an interest in an interactive module. They stated that participating in a
training that allowed them to practice what they learned was more beneficial. They also stated
that they were more likely to implement what was learned if they leave training with something
they could immediately use in their own classroom.

Attitude Toward Teachers and School

The majority of learners expressed a respect for trainers. It was noted that greater respect was
given to trainers who were knowledgeable and provided relevant information to the learners.
The majority of the learners also stated that they viewed learning as a lifelong process, and
should attend training and professional development activities.
Group Characteristics
The school is located in a very poor county. This is the only elementary school in the entire
county. The classroom students are all on free and reduced lunch. They also do not have access
to technology in most homes. The school will go to a one-to-one student to computer ratio in
second through fifth grade classrooms next academic year. The Kindergarten and First Grade
classrooms will each have 15 tablets for the students to use. The majority of teachers are white
females. There are 7 white males and 7 African American females that teach in the school.
Key Assessment Part III
Task Analysis
I conducted the task analysis using a procedural analysis. I expect that learning will most likely
occur through experience. I started by creating an outline of the steps required to log on to the
GALILEO system, open a word document, and create a note guide that would promote selfdirected learning. To insure that I did not miss any steps, I emailed my outline to several
teachers at Screven County Elementary and asked for feedback. Many potential problems were
discovered as a result of the collaboration. The feedback helped me discover these problems and
clarify the steps in the task of creating a self-directed note guide using GALILEO.
Task Analysis Outline
1. Choose a standard you would like to cover
2. Log on to your computer
3. Open an internet browser
3.1 Mozilla Firefox
3.2 Internet Explorer
3.3 Google Chrome
4. Type www.galileo.usg.edu in the address bar at the top of your screen
5. Type in the current GALILEO password and hit enter
5.1 Check your email for the Screven County School District password
5.1.1 Open Microsoft Outlook
5.1.2 Type GALILEO into the search bar at the top of your inbox and hit enter

5.1.3 Open the most current email with the subject: GALILEO Password
5.1.3.1 If you do not have this email, contact Holly to get the current password
6. Scroll down to the bottom of the webpage
7. Click on the link for GALILEO Kids (Grades 3-5)
8. Click on Britannica School Elementary
9. Type a key word for the topic you would like to explore and hit enter
9.1 Key word should be the main idea for the standard you choose
10. Find the article that you feel covers the standard you have chosen.
10.1 Read through the entire article to make sure it effectively covers the standard
11. Open Microsoft Word
11.1 Do not close the browser.
11.1.1 Minimize the window
11.1.1.1 Hit the minus sign in the top right corner
11.2 Go to the start menu in the bottom left corner on the screen
11.2.1 Click Microsoft Word
11.2.2 Click on All Programs
11.2.2.1 Click on Microsoft Office
11.2.2.1.1 Click on Microsoft Word
12. Type the prefix for the standard in the header and a place for the students name
13. Type a learning target underneath the header
13.1 Learning targets should describe what the student should know after completing the
activity
14. Type directions for your students to access the GALILEO article
14.1 Open a web browser
14.2 Go to the Britannica School website
14.2.1 Give students the web address
14.2.2 Create a shortcut on the class website
14.3 Type in the GALILEO password
14.4 Click on Elementary
14.5 Type in the article title
14.6 Select the correct article
15. Type the number 1 underneath the learning target and a period. Then hit the space bar
15.1 This should automatically format to create a number list every time you hit enter
15.1.1 Or hit the number button in the paragraph section at the top of the screen
16. Go back to the internet browser
16.1 Click on the icon on the taskbar at the bottom of your screen
16.2 Hold the ALT button and hit the Tab button until you get back to the open browser
17. Find a key sentence that you would like for the students to have in their note guide
18. Go back to the Word document and type most of this sentence. Be sure to leave out at least
one word so that the students have to write it in.
18.1 Create a blank where the missing word should be
18.1.1 Hold the Shift key and hit the dash key until you have made a long enough blank
19. Hit enter after the sentence is finished
19.1 The Word document should have automatically typed a number 2 with a period
19.1.1 If not type a number 2 with a period after it and hit the space bar
19.1.2 Click on the number button at the top of the screen in the paragraph section

20. Go back to the article and read through until you find another key sentence.
21. In your word document, type this sentence just as you did before.
22. Switch back and forth repeating this process
22.1 Create at least 10 blanks
22.2 Cover the entire article
23. If there is media related to the content of your article on the left side of the screen, type
directions for your students to explore that media.
24. Go back to the article and click on the check symbol on the right side of the screen in order to
cite this resource.
25. Choose APA in the dropdown menu.
26. Copy and Paste the citation into the footer of your Word document.
27. Save your word document
27.1 Click on File
27.1.1 Click Save As
27.1.1.1 Type a file name with the standard prefix and a key word
27.1.1.1.1 Click OK
28. Print your Word document
28.1 Click on File
28.1.1 Click Print
28.1.1.1 Make sure the correct printer is selected and click Print
29. Close your word document and internet browser
29.1 Click on the red X in the top right corner of the screen
Subject Matter Expert (SME)
I (Brad Boykin) will serve as the subject matter expert (SME) for this instructional plan. My
formal education consists of a bachelors degree in Early Childhood Education from Georgia
Southern University in Statesboro, Georgia. I am currently pursuing a masters degree in
Instructional Technology from Georgia Southern University in Statesboro, Georgia.
My primary qualification to serve as SME is my position as a fourth grade teacher at Screven
County Elementary School. I have been teaching both math and science for six years.
Throughout the last two years, I have implemented a self-directed environment in my classroom.
Students have learned the science content through research and interactive web-based activities.
Test scores in this time have greatly increased in my classroom, and have been higher than
classrooms where teacher directed learning is taking place.
Key Assessment Part IV
Terminal Objective 1: To analyze self-directed learning environments
Enabling Objectives:
1A. Define self-directed learning

1B. Identify benefits of self-directed learning

1C. Rate environments based on self-directedness
Terminal Objective 2: To apply strategies to implement self-directed learning
Enabling Objectives:
2A. Identify personal degree of self-directedness
2B. Evaluate current classroom environment based on self-directedness
Terminal Objective 3: To use resources in GALILEO to prepare note-guides for students
Enabling Objectives:
3A. Locate articles using the search bar
3B. Use educator resources that link content with grade level standards
3C. Prepare note-guides for students using a word processing application
3D. Prepare discussion prompts to check for student understanding after self-directed learning
Classification of Instructional Objectives
Performance
Content
Fact
Concept
Principles and Rules
Procedure
Interpersonal
Attitude

Recall

Application
1A
1B, 2B
3A, 3B, 3C

1C
1
3, 3D
2

2A

Relationship between Instructional Objectives and Standards:

Instructional Objectives
Technology or Content Standard
1
S4CS8d. Science involves many different kinds of work and
1A
engages men and women of all ages and backgrounds.
1B
ISTE.T1a. Promote, support, and model creative and innovative
1C

thinking and inventiveness

ISTE.T4b. Address the diverse needs of all learners by using
learner-centered strategies providing equitable access to appropriate
digital tools and resources
ISTE.T5c. Evaluate and reflect on current research and professional
practice on a regular basis to make effective use of existing and
2

emerging digital tools and resources in support of student learning

S4CS1. Students will be aware of the importance of curiosity,
honesty, openness, and skepticism in science and will exhibit these
traits in their own efforts to understand how the world works.
S4CS8d. Science involves many different kinds of work and
engages men and women of all ages and backgrounds.
ISTE.T1a. Promote, support, and model creative and innovative
thinking and inventiveness
ISTE.T1b. Engage students in exploring real-world issues and
solving authentic problems using digital tools and resources
ISTE.T2b. Develop technology-enriched learning environments that
enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing
their own learning, and assessing their own progress
ISTE.T4b. Address the diverse needs of all learners by using
learner-centered strategies providing equitable access to appropriate
digital tools and resources
ISTE.T5c. Evaluate and reflect on current research and professional
practice on a regular basis to make effective use of existing and

2A

emerging digital tools and resources in support of student learning

ISTE.T5c. Evaluate and reflect on current research and professional
practice on a regular basis to make effective use of existing and

2B

emerging digital tools and resources in support of student learning

ISTE.T5c. Evaluate and reflect on current research and professional
practice on a regular basis to make effective use of existing and
emerging digital tools and resources in support of student learning

ISTE.T1b. Engage students in exploring real-world issues and

solving authentic problems using digital tools and resources
ISTE.T2a. Design or adapt relevant learning experiences that
incorporate digital tools and resources to promote student learning
and creativity
ISTE.T2b. Develop technology-enriched learning environments that
enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing
their own learning, and assessing their own progress
ISTE.T2c. Customize and personalize learning activities to address
students diverse learning styles, working strategies, and abilities
using digital tools and resources
ISTE.T4a. Advocate, model, and teach safe, legal, and ethical use of
digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
ISTE.T4b. Address the diverse needs of all learners by using
learner-centered strategies providing equitable access to appropriate
digital tools and resources
ISTE.T3c. Communicate relevant information and ideas effectively
to students, parents, and peers using a variety of digital age media

3A
3B

and formats
S4CS5d. Locate scientific information in reference books, back
issues of newspapers and magazines, CD-ROMs, and computer
databases.
ISTE.T3d. Model and facilitate effective use of current and
emerging digital tools to locate, analyze, evaluate, and use

3C

information resources to support research and learning

ISTE.T2a. Design or adapt relevant learning experiences that
incorporate digital tools and resources to promote student learning
and creativity
ISTE.T2c. Customize and personalize learning activities to address
students diverse learning styles, working strategies, and abilities

using digital tools and resources

ISTE.T4a. Advocate, model, and teach safe, legal, and ethical use of
digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
ISTE.T3c. Communicate relevant information and ideas effectively
to students, parents, and peers using a variety of digital age media
3D

and formats
S4CS1. Students will be aware of the importance of curiosity,
honesty, openness, and skepticism in science and will exhibit these
traits in their own efforts to understand how the world works.
S4CS8d. Science involves many different kinds of work and
engages men and women of all ages and backgrounds.
ISTE.T1a. Promote, support, and model creative and innovative
thinking and inventiveness
ISTE.T1b. Engage students in exploring real-world issues and
solving authentic problems using digital tools and resources
ISTE.T2b. Develop technology-enriched learning environments that
enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing
their own learning, and assessing their own progress
ISTE.T4b. Address the diverse needs of all learners by using
learner-centered strategies providing equitable access to appropriate
digital tools and resources

Key Assessment Part V (Table from Part VII included here)

Instructional

Goals

Objectives

UDL

Assessments

Strategies
Lesson 1:

Explains the

Objective 1: To

Learners are

Response and

The learner will

benefits of self-

analyze self-

presented the

reflection will be

summarize two

directed learning

directed learning

information

submitted for

articles and

and student

environments

through multiple

review and

provide their

responsibility.

opinion.

1A: Define self-

media types.

feedback

directed learning
1B: Identify

Options for

benefits of self-

perception are

directed learning

provided through

1C: Rate

note-guides.

environments
based on self-

Learners are

directedness

participating in
relevant
authentic
learning by
providing
personal
response,
evaluation, and

Lesson 2: The

Understand

Objective 2: To

reflection.
Cues and

learner will self-

current

apply strategies

prompts are

reflection will be

assess their

classroom

to implement

located in the

submitted for

classroom

environment and

self-directed

article.

review and

environment.

develop goals to

learning

add more self-

2A: Identify

Options for

directed learning

personal degree

perception are

of self-

provided through

directedness

note-guides.

Response and

feedback

2B: Evaluate
current

Learners are

classroom

participating in

environment

relevant

based on self-

authentic

directedness

learning by
providing
personal
response,
evaluation, and

Lesson 3: Create

Learn about the

Objective 3: To

reflection.
Learners will be

a note-guide for

resources that

use resources in

provided with

be submitted for

student use in the

GALILEO has

GALILEO to

optimum access

feedback

classroom

available

prepare note-

to tools and

guide for

assistive

students

technologies.

environment

Note-guide will

3A: Locate
articles using the

Options for

search bar

perception are

3B: Use educator

provided through

resources that

step-by-step

link content with

handouts.

grade level
standards

Learners will

3C: Prepare

participate in

note-guides for

relevant tasks

students using a

through active

word processing

participation and
exploration.
Cues and

Prompts will be

prompts are

submitted for
feedback

Lesson 3: The

Develop

application
Objective 3: To

learner will

discussion

use resources in

create discussion

prompts facilitate GALILEO to

located in the

prompts

discussion

article

prepare noteguide for

students
3D: Prepare

discussion
prompts to check
for student
understanding
after selfdirected learning

Resources and Assessments

Objective 1 Note-Guide for Self-Directed Learning Video
1. Self-directed learning is:
a.
b.
c.
d.
e.
f.
2. Self-directed learning is NOT:
a.
b.
c.
d.
e.
f.
3. Teacher uses:
a.
b.
4. Characteristics of a self-directed learner are:
a.
b.
c.
d.
e.
5. These are not characteristics of self-directed learning:
a.
b.
c.
d.
e.
6. What percentage of time should be independent and self-initiated? __________________

Objective 1 Note-guide for TED Talk Video by Sugata Mitra

1.
2.
3.
4.
5.
6.

Why are schools, as we know them now, obsolete?

What is the method of the grandmother?
What is the key to self-directed learning?
What is a SOLE?
What is needed in a SOLE?
What is the teachers role in a SOLE?

Objective 1 Supplemental Material: http://www.ted.com/pages/sole_toolkit

Objective 1 Assessment
Write a three paragraph summary of the two YouTube videos that you just watched. The first
paragraph should include what self-directed learning is and is not. The second paragraph should
summarize Sugata Mitras TED Talk. The third paragraph should be a response to the two videos
and represent your opinion on self-directed learning.
Rubric
Incomplete
Does not contain any

Satisfactory
Contains EITHER

Meets Expectations
Contains

characteristics of self-

characteristics of self-

characteristics of self-

directed learning or

directed learning OR

directed learning

non-examples of self-

non-examples of self-

AND non-examples

directed learning

directed learning, but

of self-directed

Second Paragraph

Does not summarize

not BOTH.
Summary contains

learning.
Summary contains

Third Paragraph

the video
Does not contain

key points.
Opinion of self-

key points and details

Opinion of self-

opinions related to

directed learning is

directed learning is

self-directed learning

present, but response

present, and it relates

does not relate to the

to the two videos

First Paragraph

two videos

Objective 1 Assessment Sample

Self-directed learning takes place when the learner takes ownership of the learning
process at least 80-100% of the time. Self-directed learning helps insure the learning that takes
place is more likely to be retained and applied in the future. It is to be modeled by the instructor;
however, it is not completely teacher-led. Self-directed learning involves creating, evaluating,
analyzing, applying, understanding, and remembering.
Sugata Mitra began his 2013 TED talk by posing an interesting question: How are the
children in a slum going to be prepared for the careers of tomorrow? He decided to put a
computer in a hole-in-the-wall and tell children that they could use it. He did not give them
any training or instructions. When he returned, the children had taught themselves to browse the
internet and were learning all sorts of things. He decided to continue his experiment to see how
much could be accomplished with this method. Mr. Mitra continued to discover that children
could teach themselves with very little direction. He then added the aspect of encouragement
and witnessed even more learning taking place. Mr. Mitras goal is to develop self-organized
learning environments for children all over the world.
I found Sugata Mitras experiments very interesting. Children were not only teaching
themselves content, but were also learning another language. The first video gave me an idea of
what self-directed learning looks like in a classroom. Mr. Mitras TED Talk showed me that selfdirected learning is definitely possible. My opinion of self-directed learning is changing, and I
hope to use the technology in my classroom to facilitate more self-directed learning for my
students.
Objective 2 Survey
Please take the survey below. Remember, this is not a test. There are no right answers. Circle
the number on the scale depending on how close you believe you are to either end of the
spectrum. AFTER you take the survey, a description of what each value represents is located at
the end. Take a look back at your response and determine how self-directed you are.
1. Attribution: In my opinion, people succeed in life because
They are lucky 1 2 3 4 5 6 7 8 9 10 They make it happen
2. Self-talk: My thoughts about my potential for success are usually

Negative 1 2 3 4 5 6 7 8 9 10 Positive
3. Influence: When I decide to do something, I am most strongly influenced by
Other people 1 2 3 4 5 6 7 8 9 10 My own decisions
4. Self-awareness: My knowledge about my personal strengths and capacities is
Very limited 1 2 3 4 5 6 7 8 9 10 Very complete
5. Interests: I have a number of interests that I pursue regularly.
False 1 2 3 4 5 6 7 8 9 10 True
6. Effectiveness: If I decided to make a change in my life, I would likely
Be unable to do it 1 2 3 4 5 6 7 8 9 10 Do it successfully
7. Curiosity: In the course of a day or week I find myself asking questions and searching for
answers
Very seldom 1 2 3 4 5 6 7 8 9 10 Very often
8. Clarity: What I want to do next is usually
A mystery to me 1 2 3 4 5 6 7 8 9 10 Clear to me
9. Learning: I find new ideas or skills that I want to learn
Very rarely 1 2 3 4 5 6 7 8 9 10 Every day
10. Creating: I have original ideas worth expressing
Very seldom 1 2 3 4 5 6 7 8 9 10 Very often
11. Goal-Setting: In my day-to-day life, I
Take things as they come 1 2 3 4 5 6 7 8 9 10 Regularly set goals to achieve
12. Challenge: I challenge myself to go into new activities and to reach new levels of
performance

Never 1 2 3 4 5 6 7 8 9 10 Often
13. Planning: When I have a task to complete, I lay out a strategic plan for doing it efficiently
and effectively
Not in my lifetime 1 2 3 4 5 6 7 8 9 10 Every time
14. Determination: When Im doing a project and the work gets difficult, I run into problems, or
people hassle me
I quit 1 2 3 4 5 6 7 8 9 10 I persevere
15. Organization: When it comes to scheduling my time, prioritizing my work, and gathering the
resources I need, Im
Hopeless 1 2 3 4 5 6 7 8 9 10 Skilled
16. Support: When I plan and launch a project, I feel that those around mefamily, colleagues,
friendswill
Ignore or diminish 1 2 3 4 5 6 7 8 9 10 Support and encourage my work
17. Learning: The special, personal ways that I learn best,
Are unknown to me 1 2 3 4 5 6 7 8 9 10 I know and use
18. Motivation: Can you motivate yourself to start new projects and to keep going until they are
finished?
No 1 2 3 4 5 6 7 8 9 10 Yes
19. Openness: When new ideas, approaches, techniques or equipment come along,
I ignore them 1 2 3 4 5 6 7 8 9 10 I find out about them
20. Assistance: When I need guidance or assistance
I struggle through on my own 1 2 3 4 5 6 7 8 9 10 I ask for help
21. Self-examination: When Im messing up, and Im feeling low

I think about something else 1 2 3 4 5 6 7 8 9 10 I try to figure out whats happening

22. Process analysis: When a project Im working on breaks down
I quit 1 2 3 4 5 6 7 8 9 10 I figure out whats going wrong and fix it
23. Skills: I use a very effective procedure for learning new skills.
False 1 2 3 4 5 6 7 8 9 10 True
24. Vision: I have a vision of my future that I want to make happen.
False 1 2 3 4 5 6 7 8 9 10 True
25. Voice: Do you know your own ideas about things, your own feelings, the values that you
consider important, the contributions that you want to makein other words, do you know
yourself?
No 1 2 3 4 5 6 7 8 9 10 Yes
26. Field: Is there a field of knowledge (eg. astronomy), a field of activity (eg. writing music), a
profession (eg. medicine) or work (eg. starting a business) that you want to be very good at?
No 1 2 3 4 5 6 7 8 9 10 Yes
27. Expectation: When I begin a project I usually expect to
Fail 1 2 3 4 5 6 7 8 9 10 Succeed
28. Strategy: When you want something to happen, do you think through a strategy to make it
happen?
No 1 2 3 4 5 6 7 8 9 10 Yes
29. Celebration: When I achieve a goal, complete a project, or make a contribution:
I move to the next task 1 2 3 4 5 6 7 8 9 10 I celebrate
30. Pleasure: When Im doing one of my projects

Its grim, dull work 1 2 3 4 5 6 7 8 9 10 I am happy and fulfilled

The item on the left describes 1 - Not self-directed; the item on the right describes 10 - Very
self-directed. Look back at your responses, and determine where you believe you are in terms on
self-direction!
Objective 2 Note-Guide for 20 Tips to Promote a Self-Directed Classroom Culture
1.
2.
3.
4.
5.
6.
7.
8.

What separates good teachers from excellent ones?

What is one of the most important tools for learning? How can we use it?
Explain tiered responsibility.
How can you model how to learn?
What else should you reward besides aptitude?
What should you accept?
What should you do at the end of each day?
How can you be less stressed?

Objective 2 Assessment
Write a two paragraph reflection in order to self-assess how self-directed your classroom
environment is. The first paragraph should include your current classroom practices. The
second paragraph should include some goals in order to improve your classroom practices in
terms of self-direction. The goal is to provide a document that you can look back and reflect on
in a few months to determine if your goals have been met. You should submit this reflection to
the instructor in order to provide for accountability.

First Paragraph

Incomplete
No reflection

Satisfactory
Reflection lacks detail

Meets Expectations
Very in depth

Second Paragraph

No goals for

Some goals are

reflection provided
More than 4 goals are

improvement

provided for

stated with a plan of

provided

improvement

implementation

Objective 2 Assessment Sample

The survey not only gave me a better picture of my own self-directed learning practice,
but also helped me determine some everyday situations where self-directed learning take place. I
currently teach mostly whole-group lessons in my classroom. I provide for participation during

the lesson. I realize that my classroom is very teacher-directed. Before I began this online
module, I believed that my students could not handle being in charge of learning something.
I have several goals that should improve my classroom practices to promote self-directed
learning. I need to provide interactive opportunities that promote curiosity. I also need to
encourage my students to make mistakes. Third, I need to model how to set personal goals, so
that my students will be able to make their own. Lastly, I need to develop a reward system that
promotes students attitude and not just success.
Objective 3 Step-by-Step handout for accessing the GALILEO website
1.
2.
3.
4.
5.
6.
7.

Open an Internet Browser

Type www.galileo.usg.edu into the address bar at the top and hit enter
Type in the GALILEO password in order to log in
Scroll down to the bottom of the page and click on GALILEO Kids
Click on Britannica School Elementary
Type a key word for your topic into the search bar at the top of the screen and hit enter
Click on an article your would like to explore

Objective 3 Step-by-Step handout for accessing the educator resources in GALILEO

1. Open an Internet Browser
2. Type www.galileo.usg.edu into the address bar at the top and hit enter
3. Type in the GALILEO password in order to log in
4. Scroll down to the bottom of the page and click on GALILEO Kids
5. Click on Britannica School Elementary
6. Click on Educators at the top of the screen
7. Scroll down and select a standard type by clicking in the circle next to that standard
8. Fill in the information in the drop down menus for the standard, subject, and grade
9. Click View Results
10. Articles and lessons can be displayed for each standard by clicking the plus symbol under
each standard.
Objective 3 Step-by-Step handout for creating the note-guide
1.
2.
3.
4.
5.
6.
7.

Open an Internet Browser

Type www.galileo.usg.edu into the address bar at the top and hit enter
Type in the GALILEO password in order to log in
Scroll down to the bottom of the page and click on GALILEO Kids
Click on Britannica School Elementary
Type a key word for your topic into the search bar at the top of the screen and hit enter
Click on an article your would like to explore

8. Open a blank Word document

9. Put a title in the header and a place for the students to put their name
10. Type an instructional objective at the top that will tell the students what they should learn
from the article
11. Type steps for the students to follow under the instructional objective
12. Type note-guide into the Word document by typing a sentence and leaving a blank for a
missing word that the students must fill in while they are reading. (Hint: you can hold the
ATL key and hit TAB to change back and forth between windows!)
13. Type for the students to access media if there is media available for that article
14. Put the article citation in the footer of the document. Citation can be found on the right
side of the article by clicking on the check mark. Choose APA from the drop down menu.
Then copy and paste the citation to the footer of your document
15. Save your file using the standard number and title of your document
Objective 3 Note-Guide example
S4E4 Weather

Name: _________________

Instructional Objective: What are some examples of weather?

Step 1: Go to the class website and click on the link for Britannica Schools.
Step 2: Type in the password for Galileo
Step 3: Click on Elementary
Step 4: Type weather into the search bar and use the first article, weather.
1. ________________________ is the daily state of the atmosphere, or air, in a given place.
2. ________________________ is the average of weather conditions in an area over a long
3.
4.
5.
6.
7.
8.

period.
Many different _________________________ combine to create weather.
Temperature is how ____________________ or ___________________ it is outside.
__________________ is the movement of air across Earths surface.
____________________ is the amount of moisture in the air.
___________________ air can hold more moisture than _________________ air.
Precipitation comes in many forms, including ___________________,

_____________________, _______________________, and _________________________.

9. Atmospheric _________________________ is the weight of the air above a given area.
10. _____________________________ is the scientific study of weather.
11. Meteorologists use many ______________________ to gather information about weather.
12. The _____________________________ measures temperature.
13. The _____________________________ measures atmospheric pressure.

14. A ___________________ _________________ shows the direction in which winds are

blowing.
15. ____________________________ in space collect weather information worldwide.
16. Computers help meteorologists to track weather patterns and make weather
__________________, or predictions.
Watch the two videos on the left side of the screen.
weather. (2014). In Encyclopdia Britannica. Retrieved from http://school.eb.com.proxygsusscr.galileo.usg.edu/levels/elementary/article/353919
Objective 3 Note-Guide Example Answers
S4E4 Weather

Name: _________________

Instructional Objective: What are some examples of weather?

Step 1: Go to the class website and click on the link for Britannica Schools.
Step 2: Type in the password for Galileo
Step 3: Click on Elementary
Step 4: Type weather into the search bar and use the first article, weather.
1.
2.
3.
4.
5.
6.
7.
8.

___Weather___ is the daily state of the atmosphere, or air, in a given place.

___Climate__________ is the average of weather conditions in an area over a long period.
Many different _elements_______ combine to create weather.
Temperature is how ___warm____ or ___cold______ it is outside.
__Wind______ is the movement of air across Earths surface.
_Humidity____ is the amount of moisture in the air.
_Warm____ air can hold more moisture than __cold___ air.
Precipitation comes in many forms, including __rain__, _hail______, __sleet______, and

_snow_______.
9. Atmospheric _pressure__ is the weight of the air above a given area.
10. ____Meteorology______ is the scientific study of weather.
11. Meteorologists use many ___instruments__ to gather information about weather.
12. The _thermometer___ measures temperature.
13. The ___barometer____ measures atmospheric pressure.
14. A __wind____________ ___vane______________ shows the direction in which winds are
blowing.
15. ____Satellites________ in space collect weather information worldwide.

16. Computers help meteorologists to track weather patterns and make weather _forecasts___, or
predictions.
Watch the two videos on the left side of the screen.
weather. (2014). In Encyclopdia Britannica. Retrieved from http://school.eb.com.proxygsusscr.galileo.usg.edu/levels/elementary/article/353919
Rubric for Note-Guide

Format

Content

Incomplete
Format lacks sufficient

Satisfactory
Format does not draw

Meets Expectations
Format draws attention

structure. One or more

attention to important

to important

areas are incomplete,

information/steps and

information/steps. All

and grammatical errors

grammatical errors are

areas are present with

are present
present
no errors
Missing more than 3 key Missing 1-3 key points All important content
points from article

in the article

of the article included

Objective 3 Note-Guide for 50 Questions to Help Students Think About What They
Think
1. What do effective questions do?
2. Why is student-driven learning more powerful?
3. What are some mathematical questions that stood out to you? Which ones could you
apply immediately in your classroom?
4. What are some literary questions that stood out to you? Which ones could you apply
immediately in your classroom?
5. What are some science and social studies questions that stood out to you? Which ones
could you apply immediately in your classroom?
Objective 3 Assessment
Make at least 3-5 question prompts that would facilitate discussion in your room and provoke
students to think. The number of prompts will differ depending on the article you chose and the
subject area. Make sure that these question prompts promote application and not recall.

Number of Prompts

Strength of Prompts

Incomplete
Less than 3 prompts

Prompts were all

Satisfactory
3-5 prompts were

Meets Expectations
3-5 or more prompts

provided but many

were provided. These

more are possible

prompts are sufficient

Some prompts

for the article selected

Most prompts

questions dealing with provided were mostly

provided for

recall

recall and a few

application of what

application

was learned

Objective 3 Assessment Sample

1.
2.
3.
4.
5.

What powers the weather on Earth?

Why would it be colder at the poles?
Why would air lose moisture as it climbs higher?
Why would warm air be lighter than cold air?
Tell me about a time when you have seen or used a weather instrument.
Differentiation Based on UDL Principles

Assessment 1
UDL Principle: Learners are presented the information through multiple media types. Options for
perception are provided through note-guides. Learners are participating in relevant authentic
learning by providing personal response, evaluation, and reflection.
Assessment 2
UDL Principle: Cues and prompts are located in the article. Options for perception are provided
through note-guides. Learners are participating in relevant authentic learning by providing
personal response, evaluation, and reflection.
Assessment 3
UDL Principle: Learners will be provided with optimum access to tools and assistive
technologies. Options for perception are provided through step-by-step handouts. Learners will

participate in relevant tasks through active participation and exploration. Cues and prompts are
located in the article.
Key Assessment Part VI
Instructional Sequence
Sequenc

Description

Objective

e
1
2
3
4

Analyze self-directed learning environments

Apply strategies to implement self-directed learning
Use resources in GALILEO to prepare note-guides for students
Develop prompts to facilitate discussion in the classroom environment

1A, 1B, 1C
2A, 2B
3A, 3B, 3C
3D

This sequence builds on concepts based on a learning-related order. First, the learner will
develop his understanding of self-directed learning. Then, he will determine how self-directed
he is personally. Next, the learner will analyze how much self-directed learning is currently
happening in his classroom. Finally, the learner will learn how to create a model for his students
to follow in order to scaffold a self-directed learning experience.
Lesson 1: An Introduction to Self-Directed Learning
Objective 1: To analyze self-directed learning environments
Objective 1A: Define self-directed learning
Objective 1B: Identify benefits of self-directed learning
Objective 1C: Rate environments based on self-directedness
Initial Presentation: The learner will watch the YouTube video, Self-Directed Learning located
at the URL: http://youtu.be/-6TbDQMB-NU . The learner should take notes on an optional noteguide in order to define self-directed learning and characteristics that are present in self-directed
environments. Second, the learner will watch the TED talk from 2013 by Sugata Mitra about
Self-Organized Learning Environments (SOLEs) URL location: http://youtu.be/zpcEpmNbHds .
The learner should take notes identifying the benefits of student-directed learning. An optional
note-guide will be provided. The learner will also be provided with the SOLE Toolkit document

as an optional supplemental resource located at the URL: http://www.ted.com/pages/sole_toolkit

(Morrison, Ross, Kalman, & Kemp, 2013, pg. 194)
UDL: Optional note-guide will provide for options for perception. Learners are provided
information through multiple media types.
Generative Strategy: The learner will write a summary of the two videos. The learner will
include their opinion of self-directed learning. A rubric will be provided to display expectations.
(Morrison et al., 2013, pg. 299-301)
UDL: This allows for more relevant, authentic learning by inviting learners to provide personal
response, evaluation, and reflection to the content.
Lesson 2: Strategies for Implementing Self-Directed Learning
Objective 2: To apply strategies to implement self-directed learning
Objective 2A: Identify personal degree of self-directedness
Objective 2B: Evaluate current classroom environment based on self-directedness
Motivational Strategy: The learner will take a survey on how self-directed they are. (Morrison et
al., 2013, pg. 307-308)
UDL: This provides a personalized and contextualized view into the learners life.
Initial Presentation: The learner will review the article 20 Tips To Promote A Self-Directed
Classroom Culture, located at the URL: http://www.teachthought.com/learning/20-tips-topromote-a-self-directed-classroom-culture/ . The learner will be encouraged to take notes on this
article. An optional note-guide will be provided. (Morrison et al., 2013, pg. 168-171)
UDL: Optional note-guide will provide for options for perception. This article uses cues and
prompts to draw attention to critical features.
Generative Strategy: The learner will self-assess how self-directed their classroom environment
is. The learner will write and submit a reflection and develop goals for improving their

classroom environment in terms of self-directed learning. This reflection will not be graded, but
feedback will be provided. (Morrison et al., 2013, pg. 150-152)
UDL: This allows for more relevant, authentic learning by inviting learners to provide personal
response, evaluation, and reflection to the content.
Lesson 3: Helpful GALILEO Resources That Promote Self-Directed Learning
Objective 3: To use resources in GALILEO to prepare note-guide for students
Objective 3A: Locate articles using the search bar
Objective 3B: Use educator resources that link content with grade level standards
Objective 3C: Prepare note-guides for students using a word processing application
Objective 3D: Prepare discussion prompts to check for student understanding after selfdirected learning
Initial Presentation: First, have students watch a screencast that describes in detail how to access
the GALILEO website and use the search bar. Second, have the students watch a screencast that
directs them to the educator resources within the GALILEO database. A step-by-step handout
will be provided with both screencasts. (Morrison et al., 2013, pg. 227)
UDL: The handouts will provide for options for perception. The screencasts will provide
optimum access to tools and assistive technologies.
Generative Strategy: The learner will choose a standard based on his grade level and content
area. Then, the learner will create a note-guide using a word processing application for an article
selected from GALILEO. A screencast detailing this process and a step-by-step handout will be
provided. The learner will submit his note-guide to the instructor for prompt feedback.
(Morrison et al., 2013, pg. 230-232)
UDL: This activity will insure relevance by providing tasks that allow for active participation
and exploration.

Initial Presentation: The learner will read the article 50 Questions to Help Students Think About
What They Think at URL: http://www.teachthought.com/learning/metacognition-50-questionshelp-students-think-think/ . An optional note-guide will be provided. (Morrison et al., 2013, pg.
168-171)
UDL: Optional note-guide will provide for options for perception. This article uses cues and
prompts to attract the learners attention to pertinent information.
Generative Strategy: The learner will develop discussion prompts for the article he used for his
note-guide. These prompts should promote group-centered discussion in the classroom
environment. The learner will submit a corrected version of his note-guide, if needed, along with
his discussion prompts. A rubric will be provided to display expectations. (Morrison et al.,
2013, pg. 212)
UDL: These prompts should create an accepting and supportive classroom environment.
Reference List
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction (7th ed.). Hoboken, NJ: J. Wiley & Sons.
Key Assessment Part VIII
Learner evaluation of the online module will be collected from a survey. The learner will
complete a survey following his participation in the course. This survey will be conducted
anonymously through Google Docs. The subject matter expert will also complete a survey. This
survey will be conducted prior to the module being implemented in Screven County. The subject
matter expert for the purposes of analyzing the module will be the Director of Technology and
the Technology Coach for Screven County Schools.
Learner Evaluation Survey Questions
Strongly
Disagre
e
1. I felt like the first video was a

Disagree

Neutral

Agree

Strongly
Agree

helpful snapshot of selfdirected learning.

2. I felt like the second video was
inspiring.
3. The length of the videos in
lesson one was appropriate.
4. The survey provided me with a
good perspective of my own
self-directed attitude.
5. The article in lesson two was
helpful and provided insight.
6. The screencasts were helpful
7. The step-by-step handouts
were helpful
8. It was easy for me to navigate
in GALILEO
9. It was easy for me to create a
note-guide for an article
10. The article in lesson three
provided good questions that I
will be able to use in my
classroom.
11. I received feedback within an
acceptable time period
12. I received feedback that was
helpful
13. The online module will cause
positive changes in my
classroom.
14. The sequence of the module
was appropriate.

Subject Matter Expert Survey

Strongly

Disagree

Neutral

Agree

Strongly

Disagre
e
1. The first video was appropriate
and helps satisfy learning
objectives.
2. The second video was
appropriate and helps satisfy
learning objectives.
3. The length of the videos in
lesson one was appropriate.
4. The survey was necessary
5. The article in lesson two was
appropriate and helps satisfy
learning objectives
6. The screencasts were helpful
7. The step-by-step handouts
were helpful
8. Information about GALILEO
was appropriate and helps
satisfy learning objectives
9. Note-Guides are an appropriate
place to start to encourage selfdirected learning.
10. The article in lesson three was
appropriate and helps satisfy
learning objectives
11. The sequence of the lessons
was appropriate
12. I would recommend other
teachers participate in the
learning module
13. This online learning module is
overall appropriate and will
help satisfy learning objectives

Agree

If you answered disagree or strongly disagree to any of the questions above, please document
which question and give a suggestion for improvement.
Reviewing and Analyzing Data
Data will be reviewed and analyzed according to the answers to the surveys. The subject matter
experts answers will be analyzed and changes will be made to the online module if necessary. If
the subject matter experts disagree or strongly disagree to any of the questions, they will provide
suggestions for improvement. After improvements have been made, the subject matter expert
will take another survey for the new online module.
Learner evaluation data will be reviewed after the learner has completed the module. The
analysis will take place in order to insure that the learner had a positive experience and the
instruction is relevant.