EDMODO 101

Key Assessment Final

Josh Davis
7/12/15

General Audience:
The primary Audience consists of certified teachers of all ages and
experience levels teaching in Liberty County School System (LCSS).
The instructors are exclusively from high school, and provide services
in Special Education for students in grades 9-12. These students ages
vary between 14- 21 years old. Teachers working directly with the
special education students will receive the training first, followed by
the general education (content area co-teachers). In the Liberty
County School system (LCSS) the average percentage of Special
Education Students with-in the General Education classroom, being
served under the Co-taught classroom is around 85%.
Problem Identification:
The overwhelming goal in Liberty County is to raise the expectations of
students themselves in their abilities. It is becoming more and more
abundant that low functioning Special Education students are being
placed in General Education classrooms with the hope that by being
surrounded by peers of their same age, that the low functioning

students will rise to meet the standards based on the general

education curriculum.
It has become very obvious that Technology is great asset to teaching
in this day an age. Technology can allow those Slower Special
Education students to utilize their strengths as students, and to rise
closer to the levels of their peers. In our School district, technology
has become so important that iPads were given to every student and
every teacher in hopes to helping those students rise to the high
expectations that we have in our school system.
The major problem that we face in our district is the fear of technology
in our teachers. Many of the teachers in the district have been
teachers for many years have a very big distrust in changing
instruction to incorporate technology. They have distrust in
technology, not because they do not like it, but because they do not
feel comfortable enough to utilize technology effectively in the
classroom. It is not a novel idea to believe that if teachers understood
how and why technology could be useful to them, then will be more
apt to use technology in the classroom.
To battle this distrust, instruction will be designed to educate teachers
about a certain website that will raise their level of instruction. This
website/ App called EDMODO is a website that allows teachers,
students, and parents to communicate effectively. It allows teachers to
post videos, discussion questions, both formal and summative
assessments, and updates throughout the course. It is a very teacher
friendly tool and can be easily and effectively utilized in the classroom.
Learning Goals:
- 80% of teachers in the LCSS district will utilize EDMODO in
the classroom
- Teachers will communicate effectively through the
university-like discussion forum
- Teachers will all students on their roster in EDMODO, and
grouped by classes/ content area
Part II: Learner Analysis
Introduction:
The targeted groups of learners are High School teachers in the Liberty
County School District in Hinesville, Georgia. The teachers ages range
from 23 years old to just over 60 years old with the average ages
falling between 30 and 35. The high schools in this district are made
up of around 75% women and 25% men. The two high schools in the
district are as much the same as they are different. Liberty County
High School is a 4AAAA school based on student population, and

Bradwell Institute is 6AAAAAA . The school makeups are very much

the same, with both schools having minorities as the majority of the
student population. Both schools are Title I, which means that most or
all of the students in the school are awarded free or reduced lunch. To
attain the information found within this document, several methods
were employed. A short survey was given to attain information on
how long the teachers at Liberty County High School have served as
educators. The majority of the teachers have taught in the state of
Georgia for over ten years (55%), several teachers are knocking on the
door of retirement (5%), and there were fewer than ten teachers who
have five or less years of experience. Over the last two years the
district has begun a technology initiative to provide every student and
teacher with an iPad to cut down on paper consumption, and to teach
young people in the county that technology can be used for learning.
Entry skills and Prior Knowledge
Basic knowledge of apple products
Basic knowledge on how to download apps
Use basic iPad tools
Prior Knowledge
Use of the iPad within instruction
Basic apps and how to use them instructionally
Technology based classroom procedures
Along with the years of experience survey, a technology survey was
also sent to measure how comfortable teachers felt with technology
in the classroom, and how they used it in their everyday schedules.
Only 35% said they feel comfortable using technology everyday in
the classroom. 45% said that while they feel comfortable using
technology in the classroom, they rarely do because they feel like it
distracts the students rather then motivates. 15% said that they use
technology only because they have too, and 5% said they have no
use for technology.
Attitudes Towards Content & Academic Motivation
The attitudes toward technology are very different with the different
ages of teachers within the district. To the veteran teachers,
technology is a nuisance in the classroom. They do not use it, and
they do not feel like it is necessary. The majority of the teachers
feel like technology is a big part of the classroom and showed
interest in learning more about how to use technology during
instruction. When surveyed on how they feel about feel about their
personal use of technology in and outside of school, the results
were astonishing. 100% knew how to use it and were comfortable
enough to use a computer. However, only 65% felt comfortable
using iPads on a personal basis.

Educational Ability Levels

Another survey was given to gauge the level of education among
high school teachers in the district. 1% have their doctorate (4
total), over 30% have their specialist degree, 55% have their
masters, and around 10% have their bachelors degree. When
questioned again if they would further their education to the next
level, 65% said they would, only do it to make more money.
General Learning Preferences
The following information was gathered by short interviews with my
colleagues and peers. When the teachers were asked about their
preferences to educate the students or design their instruction,
teachers said that they still prefer the old school lecture and
remediation instruction. These same teachers also showed interest
in using the iPads to more effectively meet the needs of the
students. The overwhelming comment was, If I were more
comfortable, I would use it. When asked about how they would
prefer to train for the app, the majority of the teachers stated that
they would rather go through the training with a more hands on
approach (iPad in front of them while instruction is taking place),
and a handful of teachers stated that they would rather the app be
shown on the big screen and be walked through the training step by
step.
Attitude Toward Students, School, & Technology
The following information was gathered by observations and
interviews.
The majority of the teachers (mostly upper classman teachers) said
they felt the student population respected teachers as a whole, and
felt like the students were eager to learn. They also stated that
students may be getting tired of the old school PowerPoint lectures,
and remediation worksheets. This year was the first year that every
student in the county had an iPad, and it was a very rough
transition. Students were frequently off-task, and disrespectful
when it came to using the iPads. This created a love/hate
relationship towards technology in the classroom. Teachers stated
that although they love technology, but the distractions and
behavior difficulties that come along with it make it very difficult to
use in the classroom. They felt that there needed to be tighter
restrictions on the students, and they did not want to use them until
those were put in place. Teachers did say that they would be open
for training on how to correctly use technology, but made sure to
voice their opinions on quick trainings and not to waste valuable
teaching and planning time.

Group Characteristics.
The school district is located in a small town about 20 miles south
of Savannah in the city of Hinesville. The majority of the community
is at or below the poverty level. The majority of the students
receive free or reduced lunch which qualifies Liberty County High as
a Title I school. The teachers in the district seem very eager to
teach young people, and better the community as a whole. All of
the teachers were professional in their dress, and were professional
in their answers in both my interviews and surveys.
Part 3: Task Analysis and flow chart
Justification of my task analysis:
I choose to use the procedural analysis method to introduce the webbased program called EDMODO. I chose this method because the
teachers already know about technology, they know what technology
is, they just do not understand how to use technology and feel
comfortable with it. The procedures listed below will be allow the
teachers to feel more comfortable with technology, using EDMODO,
and they ending goal will be for them to use technology more in the
classroom.
Task Analysis:
1.0
Define App and explain how it differs from other
types of online content
1.1
Apps are self contained programs or piece of
software designed to fulfill a particular purpose
1.1.1 Short for Application
1.1.2 Can be with both the internet and
without internet
1.1.3 Can be created by anyone
1.1.4 Are usually free, but some can be
bought
1.2
Apps can use many modalities
1.2.1 Can utilize research tools
1.2.2 Can utilize videos
1.2.3 Can utilize data to build quizzes
1.2.4 Can engage students by allowing
them to play games
2.0
Identify reasons why teachers can utilize apps to
engage, motivate, and connect themes form different units for
learners
2.1
Self-motivation and engagement is heightened

2.1.1 Increases motivation for students

because technology is new and intriguing
2.1.2 Many students like to work on their
own
2.1.3 Students do not have to wait for
the teacher to move to next section
2.2
Students can move at own pace
2.2.1 Students learn at different rates
2.2.2 Students learn best by using
different modalities
2.2.3 Each students needs are different
2.3
Inexpensive ways to utilize technology into
instruction
2.3.1 Many apps are free, but some
require small fees
2.3.2 Educational Apps approved by your
Board of Education hold the possibility of being
bought for you
2.3.3 Minimum training needed
2.3.3.1 Many apps have
short tutorials for non-technology savvy
people
2.3.3.2 Workshops and
crash courses will be provided (if applicable)
3.0
Identify safety and behavioral issues that could
affect High School students while uploading, downloading, and
utilizing apps
3.1
Acceptable Use Policy for Internet Use
3.1.1 Determines what acceptable
student use of iPad services
3.1.2 Governs students use of iPads
3.1.3 Part of Board Policy and Employee
Ethical Regulations
3.1.4 Includes a release form to use the
iPad requiring parent signature
3.2
Students should not include personal
information when signing up for apps
3.2.1 Some apps require students to
register information
3.2.1.1 Teachers and
students will be required input necessary
information

3.2.1.2 Students may

input information under the supervision of
teachers
3.2.1.3 Students may
input information at the discretion of their
parents (see 3.1.4)
3.2.2 Teachers, Guidance Counselors,
Media/ tech specialists and Parents/ Guardians will be
the only people with clearance to see students
information.
3.2.3 Teachers and Students parents will
monitor all App downloading
4.0

Open Safari (on Macbook or Ipad)

Search EDMODO
4.1.1 Input user name and password
acquired from the guidance office (The instructor will
pass it around)
4.1.2 Once downloaded, open and start
tutorial
4.1.3 School pass code needed
4.1.4 Register each classroom teacher
4.1.4.1 Instructions can
be found on the Z-Drive (school shares
drive)
4.1.4.1.1Teach
ers were to print copies of instruction
for their use
4.1.4.2 Teachers will also
be issued paper copies if they did not print
and have them on their person
4.1.5 Search Classroom teachers and
content areas

4.1

4.1.5.1

Open class page

4.1.5.1.1 Classe
s should already be uploaded to their
roster page
4.1.5.1.1.1
I
f not:

4.1.5.1.1.1.1
Add students to
classroom teachers
roster

4.1.5.1.1.1.1.1
C
hoose student
names
4.1.5.1.1.1.1.2
F
irst name
4.1.5.1.1.1.1.3
L
ast name
4.1.5.1.1.1.1.4
S
chool
Identification
Number
(technology
number)
4.1.5.1.1.1.2
S
end invites to students
4.2

5.0

For Collaborative Teachers

4.2.1 Share teacher content class rosters
and student names
4.2.2 Teachers may now post tools on
both rosters
4.3
By Department
4.3.1 Teachers will break into department
groups
4.3.2 Teachers of same subjects will
share profile information to encourage collaboration
techniques
Design class activity
5.1
Assign pre-test to assess students prior
knowledge
5.2
Assign activity for students to give information
on how much they know about the subjects
5.2.1 Strengths & weaknesses
5.2.2 Likes & dislikes
5.2.3 What ever they know/ if they know
anything
5.3
Assign video on given subject (i.e. Government
classroom- Crash course government)
5.4
Share information with Co-workers
5.4.1 Co-Teachers

5.4.2 Department Co-workers

5.5
Create lesson plan with a educational video
game based theme
6.0Monitor and contribute support to teachers
5.6
Support number
5.7
Support email
5.7.1 Email whenever problems arise
5.8
Constant feedback
5.8.1 Imperative for continued revisions
5.8.2 Needed for help-support
KA3 Flowchart

KA4: Objectives and Standards

Key Assessment part 4
Davis

Terminal Objective: Teachers will apply new

tools and resources to utilize technology( i.e.
EDMODO) in the classroom
Instructional Objective 1: Teachers will add students, teachers of same
departments, and parents to rosters
1A: Teachers will navigate through EDMODO and create a class
roster for each content area, block, or period they teach
1B: Teachers will prepare an invite to each roster, and send the
request to each self-made roster
Instructional Objective 2: Teachers will actively participate on the
classroom discussion
forum
Enabling objectives:
2A:Teacher will select a question to be asked on the EDMODO
Blog for each individual class roster that will be answered by

students, parents, and fellow colleagues

2B: Teacher will respond to at least 75% of posts on discussion
forum
2C: Teacher will schedule a post for a future date
Instructional Objective 3: Teacher will locate and use media/ tools in
cooperation with their content areas
Enabling objectives:
3A: Teacher will locate and upload a YouTube video to the class
roster page
3B: Teacher will prepare a lesson to be uploaded to the class
roster page
3C: Teacher will locate and post relevant information and new
Apps
for their department
Instructional Objective 4: Teacher will use data to design instruction/
differentiate instruction
Enabling objectives:
4A: Teacher will develop a pretest to be given to students in each
of the class rosters
4A1: Teacher will assign differing activities with students
with similar scores
4B: Teacher will develop an assessment to be to be taken strictly
online
4C: Teacher will assemble remediation activities into a folder and
will post them on the discussion forum

Instructional
Objectives
1,2
1A,2A

International Society for Technology in Education

1.) Facilitate and inspire student learning and
creativity: Teachers use their knowledge of subject
matter, teaching and learning, and technology to
facilitate experiences that advance student learning,
creativity, and innovation in both face-to-face and
virtual environments.
C. Promote student reflection using collaborative

1B,2B

3A

3B

tools to reveal and clarify students conceptual

understanding and thinking, planning, and creative
processes
D. Model collaborative knowledge construction by
engaging in learning with students, colleagues, and
others in face-to-face and virtual environments
3.) Model digital age work and learning: Teachers
exhibit knowledge, skills, and work processes
representative of an innovative professional in a
global and digital society.
B. Collaborate with students, peers, parents, and
community members using digital tools and
1.) Facilitate and inspire student learning and
creativity: Teachers use their knowledge of subject
matter, teaching and learning, and technology to
facilitate experiences that advance student learning,
creativity, and innovation in both face-to-face and
virtual environments.
C. Promote student reflection using collaborative
tools to reveal and clarify students conceptual
understanding and thinking, planning, and creative
processes
2.) Design and develop digital age learning
experiences and assessments: Teachers design,
develop, and evaluate authentic learning experiences
and assessments incorporating contemporary tools
and resources to maximize content learning in context
andto develop the knowledge, skills, and attitudes

3C

4A

4B

identified in the Standards.

A. Design or adapt relevant learning experiences
that incorporate digital tools and resources to
promote student learning and creativity
3.) Model digital age work and learning: Teachers
exhibit knowledge, skills, and work processes
representative of an innovative professional in a
global and digital society.
C. Communicate relevant information and ideas
effectively to students, parents, and peers using a
variety of digital age media and formats
D. Model and facilitate effective use of current and
emerging digital tools to locate, analyze, evaluate,
and use information resources to support research
and learning
5.) . Engage in professional growth and
2.) Design and develop digital age learning
experiences and assessments: Teachers design,
develop, and evaluate authentic learning experiences
and assessments incorporating contemporary tools
and resources to maximize content learning in context
andto develop the knowledge, skills, and attitudes
identified in the Standards.
B. 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

4.) Promote and model digital citizenship and

responsibility: Teachers understand local and global
societal issues and responsibilities in an evolving
digital culture and exhibit legal and ethical behavior in
their professional practices.

Classification of Instructional Objectives

Performance
Knowled
ge

Comprehensi
on

Applicati
on

Fact

Concept

2A,

Synthes Evaluati
is
on

2B,2C,
4A1

Principles
Procedure

Analys
is

1A,1B
3A

4A,4B

Interperson
al

4C
4

Attitude

Defined ISTE Standards for educators:

Link: http://www.iste.org/standards/iste-standards/standards-for-

3B

3C

teachers

1.) Facilitate and inspire student learning and creativity:

Teachers use their knowledge of subject matter, teaching and learning,
and technology to facilitate experiences that advance student learning,
creativity, and innovation i
n both face-to-face and virtual environments.
C. Promote student reflection using collaborative tools to reveal and
clarify students conceptual understanding and thinking, planning,
and creative processes
1.) Teachers will prepare a reflection assignment in the Class
portal
2.)Teachers will arrange a video (or other type of media) on their
class page
D. Model collaborative knowledge construction by engaging in
learning with students, colleagues, and others in face-to-face and
virtual environments
1.) Teacher will select a question to be asked on the EDMODO
class forum
2.) Teacher will respond to question posted on chat board

2.) Design and develop digital age learning experiences and

assessments: Teachers design, develop, and evaluate authentic
learning experiences and assessments incorporating contemporary
tools and resources to maximize content learning in context andto
develop the knowledge, skills, and attitudes identified in the
Standards.
A. Design or adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and creativity
1.) Teacher will assemble a lesson plan to be posted on EDMODO

2.) Teacher will arrange activities to be complete solely online by

students
B. 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
1.) Teacher will develop a learning styles survey under the poll
tab to be posted online
2.) Teacher will differentiate students work by applying different
levels and modalities of notes to at risk students

3.) Model digital age work and learning: Teachers exhibit

knowledge, skills, and work processes representative of an innovative
professional in a global and digital society.
B. Collaborate with students, peers, parents, and community
members using digital tools and resources to support student
success and innovation
1.) Teacher will prepare instruction through EDMODO
2.) Teacher will select a question to be asked on the EDMODO
Blog for each individual class roster, that will be answered by
students, parents, and fellow colleagues
C. Communicate relevant information and ideas effectively to
students, parents, and peers using a variety of digital age media and
formats
1.) Teacher will locate and post relevant media to class page
2.) Teacher will locate and provide an article on the class portal
D. Model and facilitate effective use of current and emerging digital
tools to locate, analyze, evaluate, and use information resources to
support research and learning
1.) Teacher will utilize a hyperlink that will contain the PowerPoint
notes for a given day
2.) Teacher will locate and post relevant information and new
Apps

for their department

4.) Promote and model digital citizenship and responsibility:

Teachers understand local and global societal issues and
responsibilities in an evolving digital culture and exhibit legal and
ethical behavior in their professional practices.
B. Address the diverse needs of all learners by using learner-centered
strategies providing equitable access to appropriate digital tools
and resources
1.)Teacher will design a pretest to be taken by the students on
EDMODO, data from pretest will be used to guide instruction
2.)Teacher will post content textbook to class page
C. Promote and model digital etiquette and responsible social
interactions related to the use of technology and information
1.) Teacher will post and participate in a university style
discussion board on EDMODO for students to answer
2.) Teacher will locate and post plagiarism guidelines

5.) . Engage in professional growth and leadership: Teachers

continuously improve their professional practice, model lifelong
learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital
tools and resources.
D. Contribute to the effectiveness, vitality, and self- renewal of the
teaching profession and of their school and community
1.) Teacher will locate and post a motivational YouTube video to
school discussion board
2.)Teacher will manage rosters of their respective classes

KA5:Assessments
Instructional

Goals

Objectives

UDL

Assessments

Strategies
Lesson 1 part 1:
Teachers will add their
students onto their
roster

Explains the
characteristics
and usefulness of
EDMODO,

Objective 1: Teachers
will add students,
teachers of same
departments, and
parents to rosters
1A: Teachers will
navigate through
EDMODO and create
a class roster for
each content area,
Block, or period they
teach
1B: Teachers will
prepare an invite to
each roster, and send
the request to each
self-made roster

Lesson 1 part 2:
Teachers will post and
respond to questions on
their department
EDMODO portal

Lesson 1 part 3:
Teachers will
schedule a post to
be displayed in the
near future

Small group
instruction to
explain the
importance of
utilizing social
networking as a
means of
effective
communication
between parents,
teachers, and
students

Objective 2: Teachers
will actively
participate on the
classroom discussion
forum

Teachers will be
able to post
assignments,
videos, tools,
assessments, and
other resources to
be displayed/
taken at a later
date. The
instructor will
monitor/spot-

2C: Teacher will

schedule a post for a
future date

2A:Teacher will select

a question to be
asked on the
EDMODO Blog for
each individual class
roster, which will be
answered by
students, parents,
and fellow colleagues
2B: Teacher will
respond to at least
75% of posts on
discussion forum

Teachers, who do not

understand the sequence of
adding students to their
classes, will be given a
flowchart with sequence
and directions on how to
add students.

a.)Reflection on the
characteristics and
effectiveness of
EDMODO

Some teachers may have

already been introduced to
EDMODO, and will send a
discussion-based question
to their actual classes. The
teachers will be required to
respond to EACH response
in the discussion and will
produce evidence of
responses.

Teachers will be
assessed by
following the steps
given to them prior
to the training, and
utilizing them in the
correct manner to
answer 100% of
student responses
accurately- will be
done by randomly
Spot-checking

To fully introduce and

reiterate how useful
EDMODO can be to
instruction, a different
group will be assigned to
create and post a pop
quiz to be taken in the near
future for their personal
classes.

Teachers will design

a post, that is
relevant to their
learning goal, and
will use the
procedure learned
in the course to
have it posted in a
future date
- graded using
rubric

b.) Do they use it?

Teachers will be
assessed on
whether they are
comfortable or not
using EDMODO

check to make
sure the
resources are
indeed posted to
be shown at a
later date
Lesson 2 part 1:
Teachers will
locate and post
videos to their
Content area
portals

Teachers will be
able to supplement
their lessons with
videos to reach
students with
different learning
styles.

Objective 3: Teacher will locate

and use media/ tools in
cooperation with their content
areas
3A: Teacher will locate and
upload a YouTube video to the
class roster page

A few teachers will be selected, or

one from each group, to come to a
separate group and to search for a
video, and post a video to be
displayed to their personal classes
during a future class lesson.

Using the procedures

learned in the workshop,
the teacher will search
and upload a video or
APP to the class portal
- graded using rubric

Teachers will be
able to add Collab
teachers to their
respective
classes, and will
be able to share
the load of
grading and
assigning work.
Teachers will also
be able to share
apps and relative
information

3C: Teacher will

locate and post
relevant information
and new Apps
for their department

Teachers who do not Coteach, or teachers who

teach honors or Advance
Placement (AP) classes will
add the like-teachers of
their department into a
separate portal for use to
post future useful Apps,
videos, remediation
activities, resource tools,
etc.

-Teachers will reflect

on the importance
of adding a Coteacher to their
classes
- Teachers will
define the
procedural steps to
add a Co-teacher to
your class as a
Teacher

Lesson 2 part 3
Teachers will add
resources, tools,
and relevant apps
to their class
portal

Teachers will feel

more comfortable
using technology
in the classroom
by utilizing apps,
and video games.

3B: Teacher will

prepare a lesson to
be uploaded to the
class roster page

Teachers will design

a lesson plan and
incorporate a video
game into the
lesson- will be
graded by a rubric

Teachers will
locate and upload
a self-made lesson
plan incorporating
a educationalbased video game

Teachers will
understand and
feel comfortable
uploading a selfmade lesson plan
to the class portal

Special Education teachers

will form a separate small
group and will search for
remediation-based
activities and videos that
they can use to supplement
future lessons. Once found,
the SpEd teachers will post
these to a file marked
remediation.

Lesson 2 part 2:
Teachers will locate and
add Collab Teachers to
their personal class
rosters

Lesson 3 Part1
Teachers will
upload an
assessment to
their (personal)
Content area
class rosters

Teachers will
utilize data to
drive instruction

Objective 4: Teacher
will use data to
design instruction/
differentiate
instruction
4A: Teacher will
develop a pretest to
be given to students
in each of the class
rosters
4A1: Teacher
will assign differing
activities with
students with similar
scores
4B: Teacher will
develop an
assessment to be to
be taken strictly
online

While the teachers are

creating and posting their
assessments to their
content area portal, a small
group of two teachers will
come together and produce
a short fun quiz about
sports. The quiz will not be
longer then five questions,
and will be posted on the
instructors teacher page.
The teachers will take the
short quiz after creating
their own questions at the
end of the workshop as a
conclusion to the workshop.
The data will be used in a
later in the lesson.

Teachers will devise

an assessment that
will be used to
measure data to
drive instruction.
When asked, must
provide
documentation on
how they used the
data to either
develop
assessments or
create lessons

Lesson 3 part 2
Teachers will
create an
enrichment and
remediation folder

Teachers will
utilize resources
on EDMODO such
as creating
folders. The
teachers will
create a folder
specifically for
remediation

4C: Teacher will

assemble
remediation activities
into a folder and will
post them on the
discussion forum

The special education teachers

that came together earlier to
create their remediation
folder will now come and share
some of the activities they
found to be useful to their
students. They will explain
where they found the resource
tools, what websites were used
to assemble the activities, and
useful YouTube artists that
have created many effective
videos.

Teachers will use

the data from the
assessment in
Lesson 3 Part 1, to
determine which
students need
remediation, and
which students
need enrichment.
Folder effectiveness
will be graded using
rubric.

Lesson 1: Effective communication between teachers, students,

and sometimes parents:
Objective 1: Teachers will add students, teachers of same
departments, and parents to rosters

1A: Teachers will navigate through EDMODO and

create a class roster for each content area, Block, or
period they teach
1B: Teachers will prepare an invite to each roster,
and send the request to each self-made roster

Assessment: Teachers will be asked to write a short reflection on

how or why they could use EDMODO in their classroom
instruction. They will be expected to include examples from the
course within their reflection and examples on how they are
expected to use EDMODO. The instructor will also conduct spotchecks to make sure the teachers are using the APP/Website
within their instruction.
UDL Principles: Teachers who feel comfortable using EDMODO,
and use the tool regularly will assemble a PowerPoint
presentation supplemented with videos from the classroom, and
data collected while using EDMODO.
Objective 2: Teachers will actively participate on the
classroom discussion forum
2A:Teacher will select a question to be asked on the
EDMODO Blog for each individual class roster, which
will be answered by students, parents, and fellow
colleagues
2B: Teacher will respond to at least 75% of posts on
discussion forum
Assessment: Following the steps given to them prior to the
training will assess Teachers, and utilizing them in the correct
manner to answer 100% of student responses accurately- will be
done randomly Spot-check
UDL Principles: A list of teachers will be selected to create a
video showing the steps of posting, replying, and participating in
the classroom discussion forum

2C: Teacher will schedule a post for a future date

Assessment: Teachers will design a post that is relevant to their

learning goal, and will use the procedure learned in the course to have
it posted in a future date- graded by rubric. Mastery of this activity will
allow the teachers to teach their students even if they are not in the
classroom. This is possible because, EDMODO can be utilized
anywhere (including home). This means that even if the students are
home, they can still participate in class discussions, and this may help
with sick work. Instructor will use spot-check/ rubric to check for
understanding of the activity.
UDL: Teachers who feel that they still do not feel comfortable with
posting questions to the class forum, and responding to students posts
100% accurately, will come to ask questions surrounding the root of
their problems. The instructor will use the remediation folder in their
personal portal. The teachers will use checklist and list of procedures
to post a task to be displayed at a later date. They will also use this
folder to review any other task they found to be difficult or strenuous.
This course is geared to teachers feeling more comfortable using
technology in the classroom. If they do not feel comfortable utilizing
technology such as EDMODO, then they will not use it. This
remediation activity will hopefully ease some of the anxiety tied to
technology.
Lesson 2: Videos, interactive textbooks, and apps at your
fingertips
Objective 3: Teacher will locate and use media/ tools in
cooperation with their content areas
3A: Teacher will locate and upload a YouTube video to the
class roster page
Assessment: Teachers will be expected to be able to use steps
learned in the course to find a video relevant to the content area
being taught, and will post the video using the mnemonic device
from lesson 2. Teachers will be assessed by a rubric to make
sure they followed the procedure, posted content-relevant
videos, etc.
UDL: Teachers will also be given the option to write a reflection
on how the use of videos during lesson can hurt or help
instruction. The teachers will be expected to incorporate an
article supporting their views. The teachers can expand their
writing to include educational games, tools, and other websites.

3C: Teacher will locate and post relevant information and new Apps
for their department
Assessment(s): Collaborative teaching has become a big part of
the classroom the last several years. Some teachers struggle to
relinquish teaching responsibilities to their co-teacher within in
the classroom. EDMODO helps this practice by allowing teachers
to release information the class being co-taught to the other coteacher(s) within their classes. Once the co-teacher is added,
the co-teacher can help with grading, posting of information, and
responding to posts. The only thing the co-teacher cannot do is
delete information, or delete students from a roster. This helps
with those teachers that have a hard time relinquishing that
control. The Teachers will add the co-teachers of their classes
using the procedures learned in the course., and will also reflect
on the importance of a co-teacher. This practice will be graded
by a rubric.
UDL: For teachers who do not have co-teachers in their
classrooms, this will be your advanced placement or honors
classes, you will add teachers from their departments into a
separate portal to ease the use of communication between
colleagues. Teachers can post questions, motivational posters,
videos, tools, etc. on the portal, and this should help with
communication and morale.
3B: Teacher will prepare a lesson to be uploaded to the class
roster page

Assessment: Video games have become a huge part of American

lifestyle in the last ten years, and the classroom has yet to raise
their expectations when it comes to games. When students go
home, they play video games. When students wake up in the
morning, they play video games. Students would rather play
video games then do homework any day of the week. Teachers
will incorporate an educational-video game into a lesson plan
and will post this lesson plan to the class portal. The good part
about posting a lesson to the portal, is that it allows the students
to review the material by simply playing the game when they get
home. This practice will be graded by rubric for content
relevance, fun factors, and following of procedures.
Games can be: IPad Apps
Android Apps
Games on computer etc.
UDL: Special education teachers rarely have the time to sit and
collaborate about what works for their students, and how it can
help their colleagues students. The special education teachers
will group and discuss apps, tools, remediation/ enrichment
games, etc. to be posted onto their class portals.

Lesson 3: Data will drive instruction

Objective 4: Teacher will use data to design instruction/
differentiate Instruction
4A: Teacher will develop a pretest to be given to students
in each of the class rosters
4A1: Teacher will assign differing activities with
students with similar scores
4B: Teacher will develop an assessment to be to be taken
strictly online

Assessment: Teachers will develop an assessment that will give them

credible data from which to build instruction. This assessment can be
a learning styles survey, pre-test, pop-quiz, anything that data can be
collected. Teachers will use these assessments to drive their
instruction, by taking the data from the assessments and forming
instruction to the learners needs. Teachers will be expected to provide
documentation on how they implemented data into their instruction.
This could range from the lesson planning process or other

assessments.

UDL: To show how data can be taken quickly and easily, a small group
of teachers will be given the option to create a short fun quiz. The
quiz can be about sports, celebrities, foods, or contents. The teachers
will produce the quiz and upload this to the Instructors portal. To
conclude the lesson, the teachers will take the quiz, and once the data
is collected, the instructor will break the class into small groups
according to their answers. This will show how quick collecting data
can be, and will hopefully allow the teachers to become more
comfortable with the thought of using technology in the classroom.

4C: Teacher will assemble remediation activities into a folder and

will post them on the discussion forum

Assessment: After the teachers have constructed their assessments,

and their students have taken the quizzes, the teachers will take the
data, and create a remediation/ enrichment folder for their students.
Too many times, students understand what is expected on an
assignment, but miss a small piece of the instruction and do not
master the content as a whole. By creating a remediation or
enrichment folder, students will be educated on both sides of the
spectrum. The students that need extra help on a certain topic can get
it, as well as those students that just need to build on the exercise
learned. This will be graded by a rubric that will measure the
effectiveness of using data to create folders for both remediation and
enrichment, and the relevance of the tools found within the folders.
These tools can be games, apps, resources, worksheets, PowerPoint
presentations, websites, etc.

UDL: The Special Education teachers that came together earlier will
come present their folders to the other teachers. This is a big deal,
especially for those teachers with lower-level students. Sometimes
regular education teachers get stuck on providing tools and resources
for one level of students, and for the most part these activities are
geared towards the regular education students. This will help the
general education teachers to understand that sometimes it takes an
even lower level activity to reach and educate the lower-level students
in your classes.

Rubrics and checklists

Lesson 1
Assessment 1
Reflection Question:
Reflection on how EDMODO
can be used in your classroom effectively:
Answers may vary but must include:
- makes it easier to communicate with students,
parents, and colleagues
- can post videos, research tools, and other
resources
- can create folders for both remediation and
enrichment
- the basis of the program is setup like facebook,
so it makes posting questions, responding to questions,
and posting videos much easier
- ***makes the use of technology much easier to
incorporate into everyday instruction***
Lesson 1, assessment 1- spot-check for use:
Teacher:________
Using technology? Y/N

Date:___________
EDMODO? Y/N

What type of technology are they using?

_______________________________
_________________________________________________________________
_________________________________________________________________
If they are not using technology, describe the
lesson:______________________
__________________________________________________________________
_____________________
Differentiation
Teachers will assemble a PowerPoint that will include:
Videos showing use of EDMODO in the classroom
Feedback form both teachers and students about the use
of EDMODO in the classroom
List of strategies that they have used that have worked.
That did not work

What they have done different with instruction since being

introduced to EDMODO
Assessment 2
Teachers will respond to 100% of students response
questions correctly using the procedures learned in the course
Spot-check:
Teachers will have to verbally say how they post a
statement to EDMODO:
1.)Find the box with the word send or cancel
underneath it
2.)type the statement
3.) press send
Teachers will also have verbally say how they responded to
questions from students on EDMODO. Answers cannot
simply be, same as I do to post a question
1.) find class roster tab
2.) click on class roster needing
responses
3.) find newly posted response
4.) underneath the response box,
there will be a text box very similar to the box
found on the home page
5.) type your message in this box
6.) press send
Differentiation: A list of teachers will be selected to create a
video of themselves, posting a statement to their portals,
responding to their students, and communicating with other
teachers. The teachers must talk their way through the video,
and discuss any strategies they used other then the ones learned
in the course to be successful on the communication front.

Assessment 3
Teachers will create a post to be displayed at a future date.
The post can be a new folder assignment, quiz, question,
or all of the above.
Rubric for Spot check
Teacher:________

Date:______________

Subject:________

Department:__________

Was post relevant to content being taught? __/5

Was post modified to be posted at a future date?___/5
List steps to create a post for the future:
1.) find text box on home page ___/1
2.) find clock underneath, pick date
and time for task to be shown __/3
3.) click send__/1
use of procedure learned in class to post ___/5
___/20
***anything under 18 is considered to not be acceptable***
Differentiation:
Teachers whom did not feel comfortable from either the posting
of assignments at a later date, or the posting and responding to
questions on EDMODO will come to another small group and will
work together to using the folder remediation on the
instructors page. The teachers will walk step by step on how to
post/ respond to questions, and how to date a task to be shown
at a later date. These teachers will also be assessed using the
above rubric.

Lesson 2
Assessment 1
Teachers were given directions to post a video to their portals.
They were graded using a rubric:
Teacher:________
Date:______________
Subject:________

Department:__________

Was post relevant to content being taught? __/5

Did the teachers use the procedure learned in the course?
Find video: ___/2
Copy URL: ___/2
Paste URL: ___/2
Post Video: ___/1
Did teacher incorporate the use of the video in the lesson plan?
__/5\
Teacher used the lesson in class ___/3
___/20
*** score of less then 17 is unacceptable***
differentiation:
Teachers will be given a choice to write a reflection on, does
technology help or hurt instruction in the classroom?.
Yes? 5
Possibly? 2
No? 0
Stated yes
or no
Found
support for
stance
Completed
thoughts
Score: ___/ 15

Assessment 2
Teachers will add their Co-teachers to their classes, write
reflection
Teacher:________
Date:______________
Subject:________

Department:__________

Teachers used the procedures from the course to add Coteachers to the class rosters: __/5
Co-teachers were added as Teachers: ___/5
Co-Teachers and teachers swap ideas, information, teaching
strategies, and resources through the portal:___/5
Co-teachers divvied up grading to be done on EDMODO: ___/5
Reflection piece:
Teachers discussed the importance of allowing co-teachers
control in the classroom: ___/5
Teachers discussed the importance of dividing some of the work
across both teachers: ___/5
Teachers discussed some of the strategies that could be used
with Co-teachers:___/5
___/35
Differentiation
Teachers who do not teach classes that require co-teachers, such
as advanced placement, or honors will search for useful apps,
tools, resources, etc. to be posted onto their portals. These will
be posted to portal containing just teachers, and will provide
motivation for other teachers within in the department. This will
allow teachers another form of communication. Spot-checking
for understanding will assess posting on portals.

Assessment 3
Teachers will produce a lesson plan containing an educational
based video game, and will post it to the portal.
0
2
5
Content
Game is
Game is
Game is on
relevant
not
somewhat
track with
relevant
relative to
learning
to the
learning
goal
learning
goal, Mind
goal
has to
stretch to
realize the
relevance
to learning
goal
Fun
Game is
Game can
Game is
Factor
boring
be fun,
fun and
(assessed
game is too
useful
through
hard, game
when
student
is too easy,
learning
observati
game is too
new
ons and
young, etc.
informatio
interview
n
s)
Procedure
Did not
Had a few
Followed
s
use
questions
procedure,
procedu
about the
posted
res
technicality
lesson
while
of the
plans
posting
posting,
independe
plan,
could
ntly
could
possibly
not post
post by
plan by
self, but
self
obviously
uncomforta
ble.

____/15
Differentiation:
The Special Education teachers will group and discuss tools that
help their students reach the learning goals. The teachers will
take these tools and put them into a folder deemed,
remediation to be discussed at a later date. The rubric used
in lesson 3 will also be used to assess this folder.

Lesson 3
Assessment 1
Teachers will create an assessment to be taken online, for data
collection. The teacher will use the data collected to drive
instruction.
Spot-check list
Teacher:________

Date:______________

Subject:________

Department:__________

Assessment was given: ___/10

Assessment was relevant: ___/5
Data was collected from assessment:___/10
Data was used for instruction:___/ 10
New strategies were formed from the collection of data:___/5
___/40
***score less then 30 will not be accepted***
*Teachers will provide documentation for the expected outcomes
Differentiation:
Teachers will be selected to create short fun quiz to be taken by
the entirety of the group. The quiz will be posted on the
instructors portal, and will be taken after the teachers have
created their assessments. The instructor will allow the teachers
to take the assessment, and then afterwards divide the class up
depending on what the answers where to each question. This will
show the collection process.

Assessment 2:
After students take the assessments made on EDMODO, the
teachers will collect data to be used to create folders.
Depending on the data, there will be at most 2 folders. One
deemed, remediation, and one deemed, enrichment. The
teacher will create folders for remediation and enrichment, and
will divide the class into one folder or the other. The folders will
be graded by a rubric.
0
2
5
Data was
Data was
Data was
Data was
collected
not
collected,
collected
to make
collected
but with no
and used
the
target
to create
folders
folders in
both
mind
folders
Type of
No
Only one or
Both
folders
folders
the other:
folders
Remediatio
were
n or
created
enrichment
Folders
Folders
Folders
Folders
were
were not
were in the
were
created
created
process of
complete
being
with
made,
materials
names on
and
folders,
names on
with no
folders
materials
inside,
some
materials

Students
added

Students
were not
added

were
collected
All students
were not
added

Materials
inside
relevant?

Materials
were off
topic, not
on track
of
learning
goal

Materials
were
somewhat
on track,
with some
that were
not

All
students
had a
folder
Materials
were
useful to
the topic,

Score:___/25
Differentiation: The special education teachers that came
together previously will present apps, tools, resources, and other
remediation activities to be used with special education students.
The teachers folders and relevancy of tools will be graded using
the above rubric.

KA6 Instructional Sequence

Instructional Sequence:

Seque
Description
nce

Objec
tive

1a.

Teachers will add students, teachers of same

departments, and parents to rosters

1b.

Teachers will actively participate on the classroom

discussion
forum

2.

Teacher will locate and use media/ tools in

cooperation with their content areas

3.

Teacher will use data to design instruction/

differentiate instruction

The objectives were put in order to allow the teachers to grasp each
objective a bit at the time(the procedural analysis method). This is
where the teachers start to understand how they can use technology
to their benefit, and start to trust the situation. EDMODO is a very
simple yet effective mode of communication, data collection, and
remediation. The mastery of these objectives will allow the teacher to
effectively instruct in an exciting and modern way.

Lesson 1: Effective communication between teachers, students, and

sometimes parents:
Objective 1: Teachers will add students, teachers of same
departments, and parents to rosters
1A: Teachers will navigate through EDMODO and create a class
roster for each content area, block, or period they teach
1B: Teachers will prepare an invite to each roster, and send the
request to each self-made roster

Initial presentation: Teachers will be asked why they do not utilize

technology in the classroom. The instructor will then notate answers
on the board (if he/she is present for a workshop), or will notate the
most common answers on the board (if shown through video). Second,
the teachers will read the article: Social Network System in Classroom:
Antecedents of Edmodo Adoption, focusing on the abstract. After
a short time, the instructor will ask teachers if they had a way to
communicate with their students, parents, and colleagues through a
social network tool like Facebook, or would they indeed communicate
more? More Effectively (Thongmak, 2013, pp. 1-15)

Generative strategy: Teachers will divide in content areas, and begin

discussing how they could utilize EDMODO into their classrooms.
Teachers will then begin sending emails to students containing the
group code. Example: The group code for Mr. Davis 12th grade

science class is: 45knrb. The teachers will practice by sending invites
to the teachers within their departments. The class group for this will
be called EDMODO crash course. Teachers will need to make sure
that on the class roster portal, they are the teachers, and the
teachers in their department group need to be assigned as
students. In the article written by Randy Bell and Lara Smetana,
they discussed the importance of integrating technology through the
whole group classroom, and refining their skills in the small group
setting. (Bell, 2014). Teachers who do not understand the sequence of
adding students to their classes will be given a flowchart with
sequence and directions on how to add students.

Objective 2: Teachers will actively participate in the classroom

discussion
forum
2A:Teachers will select a question to be asked on the EDMODO
Blog for each individual class roster, which will be answered by
students, parents, and fellow colleagues
2B: Teacher will respond to at least 75% of posts on discussion
forum
2C: Teacher will schedule a post for a future date

Initial Presentation: The instructor will distribute the ISTE teacher

standards, and the teachers will read them silently, putting checks
next to standards they feel are strengths, and Xs next to standards
that are weaknesses. A short discussion will follow.
Generative Strategy: Now that all teachers are on EDMODO, the
instructor will invite everybody to join his/her class. (This should take
no longer then 2-3 minutes) The instructor will then post a question on
the forum of the EDMODO class. The teachers will be required to
respond to the question posted, and give feedback to two more.
Teachers will then break off into their content areas, and log back on to
their personal teacher portal. Each teacher will now produce a single
question to be posted to their classes (the teachers located in their
departments, which should be now assigned as students, will be the
only people in their class portal) The teachers will take turns posting
questions, and responding as both the student and teacher. Learning to
utilize social networking-type communication is very important,

because according to the research done by Peter Cardon and Bryan

Marshall, Generation x and baby boomers will soon see social
networking as a primary form of communication (Cardon, 2014, pp.
284). Some teachers may have already been introduced to EDMODO,
and will send a discussion-based question to their actual classes. The
teachers will be required to respond to EACH response in the
discussion and will produce evidence of responses.
Motivational Strategy: The instructor will construct a scenario about
dealing with a situation where one of our personal children is sick, and
we needed to have an assessment on the day that we are missing.
The instructor will ask the group of teachers what they would do in this
situation. The teachers will brainstorm, and the instructor will notate
these answers on the board. The instructor discusses this scenario,
and the possibility that the teachers could post an assessment, writing
prompt, or discussion question from home. The instructor continues
through the situation to show that the teachers could even post their
assessment, or practically anything to be shown on a later date. The
instructor demonstrates this by creating a discussion question, and
modifying the assignment to be displayed on the discussion board to
be shown on the next calendar day. The teachers will create a
university type discussion question to be posted on the next calendar
day individually. Beth Dietz-Uhler and Jason Lanter wrote about
positive effects of group-led instruction, they wrote that the benefits of
group work out-weighed the benefits of individual work. They
discussed how group work can lead to higher achievement efforts, and
positive relationships with peers, (Dietz-Uhler, 2012, pp. 382). To fully
introduce and reiterate how useful EDMODO can be to instruction, a
different group will be assigned to create and post a pop quiz to be
taken in the near future for their personal classes.
Lesson 2: Videos, interactive textbooks, and apps at your fingertips

Objective 3: Teacher will locate and use media/ tools in cooperation

with their content areas
3A: Teacher will locate and upload a YouTube video to the class
roster page
3B: Teacher will prepare a lesson to be uploaded to the class
roster page
3C: Teacher will locate and post relevant information and new
Apps
for their department

Initial Presentation: Have teachers read: If a Picture is Worth 1,000

Words, Is a Video Worth 3,000 Words? A Review of Video Re- sources
Available for Use in Todays Management Classroom. A short
discussion will follow along, with a short video that be watched on the
instructors classroom portal
Generative Strategy: Teachers will be asked how their students have
changed over the period of time they have taught. Answers expected
to range from one year- over twenty years. After a short discussion,
teachers will be asked how their instruction has changed. Teachers will
watch a short video, population of the world. The Instructor will
demonstrate how to search the Internet (notably YouTube), to find a
video such as Population of the World. The Instructor will allow the
teachers to search YouTube for a content specific video or documentary
to be posted. After a short search the instructor will then demonstrate
how to copy and paste the URL of the selected video on to the window
under the tab the looks like a paperclip (a short scroll across the tab
will show the words link). The instructor will then introduce a
mnemonic device to help the teachers remember the steps in
uploading a video to their portal. The instructor will write down the
letters; F.C.P.P. Underneath the letters the instructor will write what
each letter means. F; Find video. C: Copy URL. P: Paste URL. P: Post
video. The instructor will explain together the letters spell out the
phrase, Fat Cats Pound Potatoes. The instructor will allow the
teachers to use this mnemonic device to post their videos onto their
portals. The teachers will then break off into content areas once again,
and will now together think of a certain subject or unit that students
struggle with as a whole, i.e. Government and the three branches. The
teachers will search the Internet, including YouTube, locate and post a
video to their portals. Mnemonic devices have been used for a very
long time, dating way back to ancient times. Mcullum and Seay wrote
that Mnemonic devices empower students to learn by cuing memory
through association (Seay, 2010, pp. 34). A few teachers will be
selected, or one from each group, to come to a separate group and to
search for a video, and post a video to be displayed to their personal
classes during a future class lesson.
Generative strategy: The instructor will also discuss the possibility of
adding a Co-Teacher to your classroom. The instructor will explain that
though they are your Co-Teacher they cannot take over administrative
abilities, such as deleting or archiving rosters or assignments. They can
only post and help grade students artifacts. The teachers that have
Co-Teachers will group together, while the teachers that do not have
Co-teachers will move on to the video for Motivational Strategy. The
instructor will demonstrate to the teachers how to navigate to the
members tab on the class portal, click on a member, and will explain

that if the member has a teacher page, then their role may be changed
from teacher to Co-Teacher. The practice-based small group learning
strategy mentioned by Rial and Scallon was introduced in a pilot
program in the UK. Results from the trial showed the participants
continued to work collaboratively well after the study was over (Rial,
2013, pp. 176). The teachers will assign their Co-Teachers now.
Teachers who do not Co-teach, or teachers who teach honors or
Advance Placement (AP) classes will add the like-teachers of their
department into a separate portal for use to post future useful Apps,
videos, remediation activities, resource tools, etc.
Motivational Strategy: The teachers will move into their respective
departments. The instructor will post the video Cross the Line onto
their portal. The teachers will take a few minutes to examine the video,
and discuss how the information could be used within the classroom.
The video is about taking risks to better yourself or your school. The
video discusses how sometimes after a setback (teachers unfamiliar
with using technology), we tend to give up and not reach that extra
level of greatness. After the video, the instructor will discuss how
important it is to have support for our colleagues when doing
something they are not comfortable with, such as technology. The
instructor will then discuss a great way for teachers to support one
another by giving each other tools to be successful. The instructor will
then examine how to post tools such as Apps on to your portal so other
colleagues can view them, and possibly download them through a
video posted to the portal. After a short demonstration, the teachers
will then post-effective Apps they use in their own classroom to their
class portal. The teachers will also create a lesson plan utilizing a
educational-based video game (app) to their class roster portal. If they
do not use technology regularly, the teachers will take this time to
search for potentially effective Apps and/or tools to be potentially
utilized in their classroom. Basham in an article written in 2014
claimed that, students who played educational video games made
connections between the virtual world of the game and the
environment of the class(Basham, 2014, pp. 97). Special Education
teachers will form a separate small group and will search for
remediation-based activities and videos that they can use to
supplement future lessons. Once found, the SpEd teachers will post
these to a file marked remediation.
Lesson 3: Data will drive instruction

Objective 4: Teacher will use data to design instruction/ differentiate

instruction

4A: Teacher will develop a pretest to be given to students in each

of the class rosters
4A1: Teacher will assign differing activities with students
with similar scores
4B: Teacher will develop an assessment to be to be taken strictly
online
4C: Teacher will assemble remediation activities into a folder and
will post them on the discussion forum
Initial Presentation: The teachers will log on and into the instructors
portal. Once their the instructor will inform the teachers that they will
watch a short video called data driven instruction. The instructor will
then ask the teachers to give examples how they know the students
know what they are being taught. Short discussion will follow, and
instructor will notate answers.
Generative Strategy: The teacher will begin by asking the teachers how
long it usually takes to grade assessments, and do they use the data
collected by the assessments to drive their instruction. The
overwhelming answer to this is, that because paper tests can
sometimes take so long to grade, then once they have the
assessments graded, they have started and nearly completed another
unit. The instructor will assign a learning styles survey through the
portal to be taken online. The Teachers take a few minutes, and then
the data is projected so that everybody can now view it. The instructor
demonstrates how quick and easy collecting date from an assessment
taken on the portal can be. The instructor will divide the teachers into
learning strengths derived from the strategy. Effectively collecting data
can allow educators to appropriately modify curriculum and instruction
to make sure every students needs are being met, claimed Dominic
Gullo (Gullo, 2013, pp. 419). The instructor shows that to post an
assessment one must take questions from previously made
assessments and copy and paste into each question compartment, and
answer compartment, under the quiz tab. The teachers will create a
short ten question quiz to be taken online, and then will post it to their
content area portal. While the teachers are creating and posting their
assessments to their content area portal, a small group of two teachers
will come together and produce a short fun quiz about sports. The quiz
will not be longer then five questions, and will be posted on the
instructors teacher page. The teachers will take the short quiz after
creating their own questions at the end of the workshop as a
conclusion to the workshop. The data will be used in a later in the
lesson.

Generative Strategy: The instructor asks the teachers if they ever have
any student(s), that no matter how hard they teach, the student(s)
never master the information. After a short discussion, the instructor
demonstrates how a folder can be established in the portal, but can be
assigned to certain students, or all the students. The instructor states
that this folder can contain resource tools, remediation activities,
videos, etc. The teachers will now create their own folder under the
folder tab in their content area portal, and uploading their artifacts
onto the folder page coined, Remediation. After a short time the
teachers will come back together to whole group and present their
folders, and what artifacts that may have been included. A study done
by David Perkins and Renee Saris found that students worked more
efficiently while using the jigsaw technique or other alternative
learning strategies. Ratings showed that teachers who used
alternative learning techniques where given higher ratings by students
as a whole. (Perkins, 2001, pp. 112) The special education teachers
that came together earlier to create their remediation folder will now
come and share some of the activities they found to be useful to their
students. They will explain where they found the resource tools, what
websites were used to assemble the activities, and useful YouTube
artists that have created many effective videos.

Reference List:

Basham, J., Becht, K., Gotch, C., Israel, M., Marino, M., & Vazquez, E.
(2014). UDL in the Middle School Science Classroom: Can Video Games
and Alternative Text Heighten Engagement and Learning for Students
With Learning Disabilities? Learning Disability Quarterly, 37(2), 87-99.
doi:10.1177/0731948713503963\
Bell, R., & Smetana, L. (2014). Which Setting to Choose: Comparison of
Whole-Class vs. Small-Group Computer Simulation Use. Journal of
Science Education and Technology, 23(4), 481-495.
http://dx.doi.org/10.1007/s10956-013-9479-z
Cardon, P., & Marshall, B. (2014). The Hype and Reality of Social Media
Use for Work Collaboration and Team Communication. International

Journal of Business Communication, 52(3), 273-293.

doi:0.1177/2329488414525446
Dietz-Uhler, B., & Lanter, J. (2012). Perceptions of Group-Led Online
Discussions: The Benefits of Cooperative Learning. Journal of
Educational Technology Systems., 40(4), 381-388.
Gullo, D. (2013). Improving Instructional Practices, Policies, and
Student Outcomes for Early Childhood Language and Literacy Through
Data-Driven Decision Making. Early Childhood Education Journal, 41(6),
413-421. doi:10.1007/s10643-013-0581-x
Mcullum, H., & Seay, S.. (2010). The use/ application of mnemonics as
a pedagogical tool in auditing. Academy of Educational Leadership
Journal, 14(2), 33-47.
Perkins, D., & Saris, R. (2001). A "Jigsaw Classroom" Technique for
Undergraduate Statistics Courses. Teaching of Psychology28, 28(2),
111-113. doi:10.1007/s10643-013-0581-x
Rial, J., & Scallan, S. (2013). Practice-based small group learning
(PBSGL) for CPD: A pilot with general practice trainees to support the
transition to independent practice. Education for Primary Care, 24(3),
173-177.
Thongmak, M. (2013). Social Network System in Classroom:
Antecedents of Edmodo Adoption. Journal of E-Learning and Higher
Education, 2013(657749), 1-15. doi:10.5171/2013.657749

KA7 :instructional strategies chart to follow

Instructional
Strategies
Lesson 1 part 1:

Goals

Explains the
characteristics and
Teachers will add usefulness of
their students onto EDMODO,
their roster

Objectives

UDL

Objective 1: Teachers will

add students, teachers of
same departments, and
parents to rosters

Teachers, who do
not understand
the sequence of
adding students to
their classes, will
be given a
flowchart with
sequence and

1A: Teachers will navigate

through EDMODO and
create a class roster for

Lesson 1 part 2:
Teachers will post
and respond to
questions on their
department
EDMODO portal

Lesson 1 part
3:
Teachers will
schedule a
post to be
displayed in
the near
future

Lesson 2 part
1:
Teachers will
locate and
post videos to
their Content

each content area, Block,

or period they teach
1B: Teachers will prepare
an invite to each roster,
and send the request to
each self-made roster

directions on how
to add students.

Small group instruction

to explain the
importance of utilizing
social networking as a
means of effective
communication
between parents,
teachers, and students

Objective 2: Teachers will

actively participate on the
classroom discussion
forum

Some teachers
may have already
been introduced to
EDMODO, and will
send a discussionbased question to
their actual
classes. The
teachers will be
required to
respond to EACH
response in the
discussion and will
produce evidence
of responses.

Teachers will be
able to post
assignments,
videos, tools,
assessments, and
other resources to
be displayed/
taken at a later
date.

2C: Teacher will schedule

a post for a future date

Teachers will be
able to
supplement their
lessons with
videos to reach
students with
different learning

Objective 3: Teacher will

locate and use media/ tools
in cooperation with their
content areas
3A: Teacher will locate and
upload a YouTube video to
the class roster page

2A:Teacher will select a

question to be asked on
the EDMODO Blog for
each individual class
roster, which will be
answered by students,
parents, and fellow
colleagues
2B: Teacher will respond
to at least 75% of posts
on discussion forum

To fully introduce
and reiterate how
useful EDMODO
can be to
instruction, a
different group will
be assigned to
create and post a
pop quiz to be
taken in the near
future for their
personal classes.
A few teachers will be
selected, or one from
each group, to come
to a separate group
and to search for a
video, and post a
video to be displayed
to their personal
classes during a future

area portals

styles.

Lesson 2 part 2:

Teachers will be able to

add Collab teachers to
their respective classes,
and will be able to
share the load of
grading and assigning
work. Teachers will
also be able to share
apps and relative
information

3C: Teacher will locate

and post relevant
information and new Apps
for their department

Teachers who do
not Co-teach, or
teachers who
teach honors or
Advance
Placement (AP)
classes will add
the like-teachers
of their
department into a
separate portal
for use to post
future useful Apps,
videos,
remediation
activities, resource
tools, etc.

Teachers will feel

more comfortable
using technology
in the classroom
by utilizing apps,
and video games.

3B: Teacher will prepare a

lesson to be uploaded to
the class roster page

Special Education
teachers will form
a separate small
group and will
search for
remediation-based
activities and
videos that they
can use to
supplement future
lessons. Once
found, the SpEd
teachers will post
these to a file marked
remediation.

Teachers will
locate and add
Collab Teachers
to their personal
class rosters

Lesson 2 part
3
Teachers will
add resources,
tools, and
relevant apps
to their class
portal
Teachers will
locate and
upload a self
game lesson
plan
incorporating
a educationalbased video
game

Teachers will
understand and
feel comfortable
uploading a selfmade lesson plan
to the class portal

class lesson.

Lesson 3
Teachers will
upload an
assessment to
their
(personal)
Content
area class
rosters

Teachers will
utilize data to
drive instruction

Objective 4: Teacher will

use data to design
instruction/ differentiate
instruction
4A: Teacher will develop a
pretest to be given to
students in each of the
class rosters
4A1: Teacher will
assign differing
activities with students
with similar scores
4B: Teacher will develop
an assessment to be to be
taken strictly online

While the teachers are

creating and posting
their assessments to
their content area
portal, a small group
of two teachers will
come together and
produce a short fun
quiz about sports.
The quiz will not be
longer then five
questions, and will be
posted on the
instructors teacher
page. The teachers
will take the short quiz
after creating their
own questions at the
end of the workshop
as a conclusion to the
workshop. The data
will be used in a later
in the lesson.

Lesson 3 part
2
Teachers will
create an
enrichment
and
remediation
folder

Teachers will
utilize resources
on EDMODO such
as creating
folders. The
teachers will
create a folder
specifically for
remediation

4C: Teacher will assemble

remediation activities into
a folder and will post
them on the discussion
forum

The special education

teachers that came
together earlier to
create their
remediation folder
will now come and
share some of the
activities they found
to be useful to their
students. They will
explain where they
found the resource
tools, what websites
were used to
assemble the
activities, and useful
YouTube artists that
have created many
effective videos.

KA8: Evaluation
In the Liberty County School System, it feels as if we take surveys all
the time over one thing or another. Most of the time a program called
Survey Monkey generates the surveys. This program allows the
surveyor to pick and to manipulate questions to get an accurate
reading of the data collection. I have created survey to be taken
online. It is short, only 10 questions, and it gets right to the point .
Some questions include: did the training help with my comfort level of
technology? Will I use technology in the future?, etc.
My subject matter expert will be the media center specialist at Liberty
County High School. I choose this person because he does trainings
like these quite frequently, and he is an expert in the field of
instructional technology. When the modules of my lessons are
completed, I will record them and post them on the county website to
share with the teachers. This would allow the teachers to go back and
revisit the modules if they needed. They will also be there for my SME
to evaluate my modules. After my SME assesses my modules and my
incorporation of Instructional Technology, I will sit down and discuss his
findings, as well as the data collected from the surveys.
The survey can be found at: https://www.surveymonkey.com/s/CSJK8KT

Data from the surveys will be compiled and uploaded to a spreadsheet

so I can view the results at my leisure. The data will be used for future
reference to make sure that the instruction is always geared towards
the strengths of the learners so that they may benefit from a
workshop. I would also like to use the data collection to find ways to
possibly make the modules shorter. Teachers struggle to find time to
do anything other then schoolwork, and when opportunities such as
this arise to better the learning environment. Teachers do not buy in
completely, thus many teachers struggle with certain workshops. It is
my belief that if the workshops were shorter, and did not take up whole
planning period, then teachers will be more accepting of taking
workshops, and learn something that might actually help them.