Running head: ESM Taskforce: blended learning

ESM Taskforce: Blended Learning Environment

Silva Aviki, David Glasser, Katherine Hoy, Barbara Twardowski
Liberty University
EDUC633

ESM Taskforce: blended learning

2
Abstract

The rapid increase of technology in our world requires all members of society to understand the
benefits that electronic technology can bring to our world and our educational system. The
design of a blended learning workshop is meant to introduce teachers how to use computers in
combination with their face to face classes. Teachers are encouraged to dive right in and start
blending their classroom as well as work with professional development teams to continue to
learn.
Keywords: blended learning, Edmodo, YouTube, Prezi, technology needs education,
blended learning high school, blended learning elementary.

ESM Taskforce: blended learning

ESM Taskforce: Blended Learning Environment

Teachers seek out professional learning for a variety of reasons. The design of a threepart workshop is described below. The first part identifies learner needs; the second part will
analyze objectives and assessments; the third part will discuss media. The course is designed
based on the Dick, Carey, and Carey (2005) ADDIE (analyze, design, develop, implement,
evaluate) model. (Davidson-Shivers & Rasmussen, 2006)
Analysis
This section will describe the needs identification, describe the goal, task analysis of the
workshop, content analysis of the possible activities, and the learner analysis of the potential
students.
Needs Identification
Many schools are beginning to provide students with computers. Some use computers on
wheels (COWs) carts, a computer lab, classroom laptops, and some are implementing 1:1
computer initiatives within their school. With all of the technology available, the teachers need to
do something other than just word processing on them and get support to fully understand the
goals and objectives of using various devices with students (Valiente, 2010). Many teachers are
interesting in flipping their classroom or creating a blended environment. Both techniques can
use similar styles of planning. This workshop is designed to work specifically on a blended class
environment within the Edmodo framework.
Goal Statement
The goal of this workshop is to teach teachers to use the technology that they have in
their classrooms to create an effective blended lesson using Edmodo as their learning
management system (LMS). We have based our goal on teaching the learners to create a blended

ESM Taskforce: blended learning

learning environment that requires the establishment of a balance between the instructional
advantages and learning objective (Darrow, Friend, & Powell, 2013). Blended environments
have shown an increase in ability to engage the students and aid the teacher in creating
differentiated instruction more easily (Kellerer, Kellerer, Werth, Werth, et. al., 2014). Teachers
often ask for more professional training in the use of technology in their classrooms especially
when there is a 1:1 initiative being implemented (Valiente, 2010).
Task Analysis
This workshop is designed with the busy teacher in mind. The timeline of this project is
best done within a single month, with the three modules done on different weeks. The chunking
of the objectives requires the basic operational skills to be taught in module 1, the grade level
specific ideas in module 2, and reflective self-evaluation is complete in module 3. The task will
ask the learners to build the next set of lessons the teacher-learner will be doing in their class
with specific skills given as an assignment after modules 1 and 2. Please see Appendix A for a
complete flowchart and Appendix B for a course outline.
We have chosen to teach Edmodo by using Edmodo because it provides a worked
example of how to create a class, thus reducing the potential for increased cognitive load giving
them a chance to borrow the format for their own class (Clark & Meyer, 2011). The task itself is
a whole-task design. We wanted this course to be immediately applicable to the classroom, thus
making the assignments essentially formative assessments and increase ability to transfer the
skill out of the course (Clark & Meyer, 2011). The task is also an authentic activity because the
learners will be allowed to learn from their mistakes via feedback from their instructor and peers,
the skills are immediately useful and applicable to their work, and can be carried on even after
the workshop is over (Conrad & Donaldson, 2011) The assessments are reflective which will

ESM Taskforce: blended learning

allow greater depth of thought (Conrad & Donaldson, 2011, p. 21) than other forms of
assessment. The reflection will also have a rubric to allow learners to be able to understand
exactly what they need to reflect upon to successfully complete this workshop (Conrad &
Donaldson, 2011).
Content and Learner Analysis
The focus of the Beginning Blended Learning Class is designed to help K-12 teachers
learn how to use Edmodo to create blended lessons. Most teachers have some computer
experience, but their comfort level when working on computers varies from those who prefer not
to use them to expert users that want to use them all the time and seek out new and interesting
ways to use computers in the classroom (Perotta, 2013). The teachers will most likely be women
under the age of 40, although the ages can range from 22-60 (National Center for Educational
Statistics, 2015). The available technology at each school may differ in type, such as some
schools utilize tablets, others use laptops, and if the school has chosen the bring your own
device (BYOD) route, then the variety can include phones and handheld game systems with
internet capability (Job, 2010).
This topic is very relevant to the learners. Many teachers feel like technology is given to
them and they are expected to figure it out themselves; other times, they feel like they are being
pushed to learn something with very little support (Copriady, 2011). Since teachers do not want
to waste their time, the workshop will be designed not only as a model that can be used by
professional development trainers on site as an example of how to build a class online and run it
in person, but it also can be completed without the in-person facilitator. All materials will be
available within the course itself. This course will be made available to the curriculum

ESM Taskforce: blended learning

coordinator at the district for offering at multiple times a year to teachers who are interested. This
could also be a mandatory course in some cases.
The framework we chose is Edmodo which has been evaluated as one of the easiest to
use learning management systems (LMS) out there (Simon, 2016). It also is compatible with all
major brands of computers. We will be using the Beginning Blended Learning (BBL) class as a
way to teach how to use Edmodo. Edmodo itself has a tech support system built in so it is
less dependent on the IT staff at the school or district than other LMS. We suggest that if a
curriculum coach or a technology coordinator is available that the teachers have follow-up
professional development days to support the work they started in the BBL course.
Before any coursework can begin within any district, it is necessary to check to make
sure that the internet infrastructure is stable and strong enough to handle multiple students online
at the same time. On occasion, certain educational sites are blocked that are necessary for
instruction. These should be handled quickly or an alternative found. Finally, each computer
would need to have the appropriate software for what the teacher is planning. For example, one
author of this paper did not have Adobe Flash on their computer, but it was required for the
online software for their mandatory curriculum materials. This required the IT staff to place the
program on the computer so that the author could have access to all required educational
materials necessary.
The workshop should be spread over three to five weeks, with one module given in one
week. This will give teachers long enough to absorb what was given in each session and prepare
the follow up materials from module 1 and get the students involved in the class. During Module
2 the teachers will continue to create their lessons and teach them, and they will need time to

ESM Taskforce: blended learning

reflect before entering module 3 where they share and evaluate their lesson reflections, as well as
do a feedback survey.
Objectives and Assessments
This section will describe the objectives and assessments required throughout the
workshop. Each objective will be explained and a corresponding assessment piece will be briefly
described. Finally, a chart showing what will be expected in each module will review the
information in the text. The full course outline is in Appendix B, and a storyboard is found in
Appendix C.
Prerequisites
With any course there are some assumptions made about the learners prior experience. In
our beginning blended learning course, we expect the learners to be able to understand the basics
of their computer, how to open applications, how to navigate the internet using a search engine,
and the basics of internet safety and the user agreement given by their district. It is beneficial to
our learners to understand the function of at least one cloud-based system (e.g. Google Drive or
OneDrive). We also assume that interest in this course also stems from having internet
capabilities at their school site and their students will be allowed computer use in the classroom.
Module 1: Getting to Know Edmodo
Module 1 will explain the basics of Edmodo and show the learners how to sign up,
how to have their students sign up, take a pretest using the quiz function, explain Edmodo and
provide the basics of building a class and get started. The objectives are:

The learner will be able to sign up and log into the workshop using the code

provided in an email sent prior to the class.

The learner will be able to navigate the site and set up a basic blended class for
their current assignment before the end of Module 1.

ESM Taskforce: blended learning

The learners will be able to create quizzes in Edmodo.

These objectives support the goal of teaching teachers to use the technology in their classroom
by laying a foundation for the skills needed to understand the LMS chosen. If a teacher is not
comfortable with a technology they will not use it (Copriady 2014).
The assessment for this section will be the sharing of their created classroom that
includes all their students already using it at the beginning of the next module. The sharing will
be done by using screenshots of their accounts and a written description of what they have
started in their classroom. The rubric will be based on the application and use of the taught
features of Edmodo. The rubric will specify the requirements for all parts of the workshop up
front so the learners understand the expectations clearly (Conrad & Donaldson, 2011).
This module will be taught using video instruction. Each feature will be shown via a
screencast walkthrough of how to use the discussion board, polling, finding the class code,
emailing to each student, and why the learners want to use Edmodo. There will be an open
discussion thread for questions. The recommendation is to have this course be a blended
professional development course, but can be used as a fully distance learning experience
facilitated by either district administrator or a member of this taskforce.
Module 2: Engagement and Assessing with Edmodo
Module 2 should be started one to two weeks after module 1. It is essential that module 2
not be taken later than two weeks after since the purpose of module 1 is to get used to Edmodo
and get the students started on the program. Module 2 is designed to discuss any engagement
issues with students, design assessments, creating student groups, and specific advice per grade
level. The objectives of module 2 are:

The learners will be able to give and receive feedback on their initial work in Edmodo.

ESM Taskforce: blended learning

The learners will be able to design a blended lesson that integrates Edmodo into their
normal classroom.

These objectives will allow for discussion and clarification of what is working and what is not
working, as well as gain access to instructional videos specific to their grade cluster.
Assessing the learners will involve requiring teachers to poll their students about their
experiences in Edmodo or get specific feedback via the discussion board, depending on the
grade level cluster. This feedback will be evaluated, reflected upon, and discussed in module 3.
The teachers will be submitting a reflection during module 3 that will be evaluated via a rubric to
determine proficiency with Edmodo and give teachers appropriate follow up professional
development for their specific needs.
The strategy used for this section will be an asynchronous discussion board and
instructional videos created by four teachers, each at a different grade band. There will be an
open discussion thread to assist with peer and instructor interaction, and get instruction more
specific to the needs of their age group or subject. This is also a demonstration of how to use
small groups for instructional purposes.
Module 3: Wrapping It Up: Edmodo Experiences, Reflection, and Advanced Features
Module 3 is designed to wrap it all up, discuss follow up training, and as an optional
piece, demonstrate advanced (or paid) features that were not highlighted in the prior two
modules. This module is also where learners are given a course evaluation to give the instructors
feedback. The objectives of this module are to allow teachers to receive feedback from the
instructors and peers about their reflections. Thus,

The learners will be able to reflect on their experiences and write about their difficulties
and successes.

ESM Taskforce: blended learning

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Module 3 is an assessment module in totality, meant to provide both closure for this
session and give teachers and those performing the professional development sessions, what
needs to be focused on next. This discussion will be more a reflective online discussion, allowing
greater depth and learning than simply reacting to the assignments (Conrad & Donaldson, 2011).
The assessment from module 1 and module 2 will be evaluated and discussed. During
module 3 the learners are required to reflect on the first two modules and what they had learned
and done in their classroom over the course of this workshop. The reflection will be evaluated
using a rubric.
This module uses social learning. The idea is to be able to use the flexibility of being able
to discuss with peers with similar problems to be able to work their issues out in a dynamic
setting. Since this module requires high-level thinking the taskforce believes discussion is the
best way to wrap up this workshop (Horton, 2012)
Media Selection
This taskforce will be suggesting a multitude of various media delivery methods to help
facilitate the implementation of Edmodo into a concerted effort in creation of a blended
classroom. This method of delivery and analysis will look at the following components
associated with a concise view of how to select and utilize the appropriate method to develop
their staff. It is the hope that looking at these criteria: Objectives, Supports, CPU requirements,
bandwidth, Media Creation, and Skillset analysis in both acquisition and implementation will be
evaluated through this process development of our Taskforce. The overall goal is to provide as
comprehensive list of items and skills necessary to create the most ideal Edmodo experience
possible. We hope to prove that.
Requirements

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Edmodo only requires teachers and learners to have a computer and internet access. It
is ideal to have an updated operating system (OS) and the most recent browser available. The
links provided by the Taskforce will be hosted on YouTube; the most important requirement is
that the WiFi at the school, if taken in a classroom, must not block YouTube. YouTube has a few
more requirements than Edmodo:

Most recent version of Google Chrome, Firefox, Internet Explorer, Safari, or Opera
Internet connection with 500+ Kbps
If you have an older browser or operating system, you will need the most recent version
of Adobe Flash Player. (System Requirements-YouTube Help, 2016)

Any other programs used with Edmodo are optional and should be investigated by the teacher
taking this workshop. These can include Microsoft PowerPoint, Word, Google Drive, and various
possible links to Flash media, third party online lessons, and PDFs.
Instructional Objectives
-

Teachers will know which media will be available to them as well as well as a document
to follow along that is available to be printed out to help facilitate instruction.

Teachers will be able to walk away with the skill set to pick out key components of
building their Edmodo account by seeing it first hand through our workshop.

Supports Necessary
-

Strong bandwidth Internet connection.

Access to YouTube or access to server based data transfer.

MS PowerPoint or Google Slides for physical reading instruction.

Printed copies of reading instructions as necessary.

Wi-Fi or Ethernet connection to facilitate web based streaming

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Preferred Computer Capacities

-

PC/Mac CPU (2014 or newer models- if possible) or iPads or Android based tablets
would be sufficient for instruction to take place (if necessary smartphones would work)

Minimum of 2 GB of memory of flash or HDD capacity on named items above.

Bandwidth Requirements
-

T1 Connection is preferred but a 20 MB connection would suffice

100 MB Ethernet cables if physical connection is necessitated

High bandwidth Wi-Fi hotspot in room where facilitation is taken place.

Media Creation
-

Creation of media related to the Teach the Teacher portion will be provided by this
taskforce.

Media is can be adapted by this taskforce at discretion of the needs to each school
utilizing our research for faculty development.

Skills Required
-

Skillset required for implementation in a Profession Development (PD) capacity will be

determined by district administration.

Required knowledge for facilitating the PD will be utilization of available materials (i.e.PowerPoint, SMART Board or large projection screen, and various other materials
necessary for each situation possible- set by school needs)

District administrators should be aware of the prerequisites of this course and provide
additional training if the teachers cannot meet minimum requirements prior to instruction
in the workshop.

ESM Taskforce: blended learning

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Acknowledgement of Skillset development

-

Administration will know if saturation of knowledge has been implemented by following

assessments built in the coursework included by Taskforce.

Teachers will be able to show administration and community (or vested parties) that
understanding of said content is conveyed and understandable to the parties involved
(i.e.- School board of school district, Superintendent, and various parties involved in
project)

District and site-based administration and other vested parties will monitor teacher
implementation for first school year use to determine successes and failures of stated
program.

Thoughts to ponder
The utilization of media in our project will be both asynchronous and visual factors that
will be utilized and implemented according to the factors set by the end user. We believe that by
making the project web based that we will eliminate the costs involved in rolling out massive
amounts of discs and instructional books so that we can keep fiscal amounts down for both small
and lower income districts. The process of implementing Edmodo into a blended classroom is
tedious and rewarding at the same time. It is also our belief that we can reach more students with
the technologies present without having a school specific medium (Google classroom, Moodle,
etc.) to help facilitate the movement of education in the 21st century to catch up with the students
who are craving the teaching to reflect the world in which we live.
The literature that we have come across has determined that the successes of an
Edmodo classroom are many, but worthwhile in the approach. The range of possibilities for
blended synchronous (and asynchronous) learning, from one remote student logging in to a

ESM Taskforce: blended learning

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teacher-led small group F2F session, to many teachers and many students at many different
locations collaborating via synchronous technologies (Bower, Dalgarno, Kennedy, Lee, &
Kenney, 2015, p. 3) which lends to what Edmodo allows for school districts to achieve with
proper instruction. The other information relating to the research pertaining to the
implementation of Edmodo comes from Lin, Wang, & Li (2016), in which they state, The
model makes two important contributions to the understanding of IS (Information Systems)
success. First, it provides a scheme for categorizing the multitude of IS success measures that
have been used in the literature; second, it suggests a model of temporal and causal
interdependencies between the categories (p. 577) which lends to the goals of our taskforce to
understand and utilize the methods and processes that this web based program allows us to use in
todays schools.

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References

Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J., & Kenney, J. (2015). Design and
implementation factors in blended learning environments: Outcomes from a cross-case
analysis. Computers and Education, 86, 1-17.
http://dx.doi.org/10.1016/j.compedu.2015.03.006
Clark, R. C., & Mayer, R. E. (2011). E-Learning and the science of instruction: Proven
guidelines for consumers and designers of multimedia learning (3rd Ed.). San Francisco,
CA: Pfeiffer.
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for
creative instruction. San Francisco, CA: Jossey-Bass.
Copriady, J. (2014). Self- motivation as a mediator for teachers' readiness in applying ICT in
teaching and learning. TOJET : The Turkish Online Journal of Educational Technology,
13(4) Retrieved from http://ezproxy.liberty.edu/login?
url=http://search.proquest.com.ezproxy.liberty.edu/docview/1649083275?
accountid=12085
Darrow, R., Friend, B., & Powell, A. (2013). A roadmap for implementation of blended learning
at the school level. iNACOL.
Davidson-Shivers, G. V., & Rasmussen, K. L. (2006). Web-based learning: Design,
implementation, and evaluation. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
Horton, W. K. (2012). E-learning by design (2nd ed.). San Francisco: Pfeiffer.
Job, B. J. (2010). Learning on the go: The new age of handheld devices. Retrieved October 09,
2016, from http://www.learnnc.org/lp/pages/6853

ESM Taskforce: blended learning

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Kellerer, P., Kellerer, E., Werth, E., Werth, L., et. al., (2014). Transforming K12 rural education
through blended learning: Teacher perspectives. Retrieved from
http://files.eric.ed.gov/fulltext/ED561327.pdf
Lin, H. H., Wang, Y. S., & Li, C. R. (2016). Assessing mobile learning systems success.
International Journal of Information and Education Technology, 6(7), 576-579.
Retrieved from http://www.ijiet.org/vol6/754-E011.pdf
National Center for Educational Statistics (NCES). (2015). Fast facts: Teacher trends. Retrieved
September 18, 2016, from http://nces.ed.gov/fastfacts/display.asp?id=28
Perrotta, C. (2013). Do school-level factors influence the educational benefits of digital
technology? A critical analysis of teachers perceptions. British Journal of Educational
Technology, 44(2), 314-327. doi:10.1111/j.1467-8535.2012.01304.x
Simon, K. (2016). Edmodo: The Facebook of learning platforms. Tesl-Ej, 20(1), 1-7.
System Requirements-YouTube Help. (2016). Retrieved October 08, 2016, from
https://support.google.com/youtube/answer/78358?hl=en
Szapkiw, A., & Szapkiw, M., (2010). Principles of design: Analysis, learner and context.
Retrieved September 18, 2016, from http://amandaszapkiw.com/elearning/principles-ofdesign/module-3-3/Module_3_Instructional_Unit_P3(PDF).pdf
Szapkiw, A., & Szapkiw, M., (2010). Principles of design: Analysis, Needs. Retrieved September
18, 2016, from http://amandaszapkiw.com/elearning/principles-of-design/module-31/Module_3_Instructional_Unit_P1.pdf
Valiente, O. (2010), 1-1 in Education: Current Practice, International Comparative Research
Evidence and Policy Implications, OECD Education Working Papers, No. 44, OECD
Publishing. doi: http://dx.doi.org/10.1787/5kmjzwfl9vr2-en

ESM Taskforce: blended learning

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Appendix A
Task Analysis
Blended
Learning
Environment

Learning
Management
System

Pedagogy

Grade Specific
issues

Copyright

Internet safety

CIPPA/COPA

Parent
dashboard

Differentiation

Under 13 need
parent
permission

Lesson Creation

Edmodo

Media selection

Mechanics

Small groups

Group projects

Account setup

Skill level

Email

Navigation

sign up

Discussion
threads

Assessments

Invite students

Quizzes

code

create student
account

Polls

My Library

Standards
dashboard

Announcement
s

Uploads

connect to
cloud

ESM Taskforce: blended learning

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Appendix B
Course Outline

Prerequisites
a. Must have internet access at school
b. Know basics of computer use
i. How to use the laptop, find programs, open applications
ii. Use of word processing programs
c. Basic understanding of cloud storage
i. Google Drive, OneDrive, other online storage program
d. Know basics of internet use terms
i. URL, signing into apps, bookmarks, where to find videos.
e. Know the technology user agreements for your school (should include COPPA
and CIPA compliance).
B. Module 1
a. Sign up for Edmodo and get into class
i. Use video on Edmodo to explain sign up procedure.
ii. Provided via email or by PD facilitator.
b. Take pre-evaluation quiz in Edmodo
i. See Appendix
c. Why should you choose Edmodo?
i. Text: Available to all
ii. Text: pay services not necessary to be effective
iii. Text: Ease of use
iv. Text: parent access
d. Introduction to basic mechanics
i. Why Edmodo and mechanics presented in same video.
ii. Mechanics
1. Discussion board use.
2. Poll creation.
3. Quiz creation
4. Inviting students to the class.
5. Linking to cloud storage.
e. Learners set up their classes following the video.
i. If facilitator is available, a handout will be available to guide them through
setup.
f. Legal concern: Students under 13 years old
i. Must have parent permission slip
g. Assignment
i. Build your class and have your students post in your class.
C. Module 2 (one or two weeks after module 1)
a. Follow up

ESM Taskforce: blended learning

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i. Submit class code to instructor IF only online

ii. Show class to instructor if there is a facilitator.
iii. OPTIONAL: screenshot progress and post on discussion thread for peers
to comment on.
b. Discussion (online or facilitated)
i. What worked/What didnt
ii. What roadblocks are your students experiencing?
1. Have peers give feedback and assistance
c. Creating student groups
i. Instructional video: screencast
ii. The learners will be divided into grade level clusters
1. K-2
2. 3-5
3. 6-8
4. 9-12
iii. Breakout sessions include a short instructional video
iv. Breakout session includes discussion board participation
d. Assignment
i. Give students a quiz and a poll in your class.
1. Poll the students on their use of Edmodo.
ii. Divide your students into groups for specific assignments
1. Elementary and intermediate students should be divided based on
their specific needs.
2. Secondary students can be divided for group projects or based on
their needs.
iii. Prepare for next module
1. Reflect on your uses of Edmodo.
a. Rubric of expectations will be provided
D. Module 3 (one-week follow-up preferred. Can be as late as one month)
a. Share lessons
i. Successes/failures/a little of both
b. Get feedback from classmates
i. Via discussion board for fully online
ii. Within grade level cluster if with a facilitator
c. Assessment: Reflection
i. Share reflection with instructor
ii. Share reflection with peers
d. Take course evaluation

ESM Taskforce: blended learning

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ESM Taskforce: blended learning

21
Appendix C
Storyboard

Modul

Objectives

Activities

Assessment

Time allotted

e
1

Video (YouTube

Create account;

90-minute

be able to sign up and log

required)

form class in

professional

into the workshop using

Discussion

Edmodo and

development

the code provided in an

board

have the

The learner will

email sent prior to the

students post.

class.

The learner will

be able to navigate the

site and set up a basic
blended class for their
current assignment before
the end of Module 1.

The learners will

be able to create quizzes

2

in Edmodo.

The learners will

Video (YouTube

Use Edmodo to

90-minute

be able to give and

required)

blend a lesson;

professional

receive feedback on their

Breakout groups

reflect on the

development

initial work in

(grade level

lesson for

Edmodo.

groups

discussion

ESM Taskforce: blended learning

The learners will

22
practicing by

during module 3

be able to design a

using breakout

blended lesson that

groups feature

integrates Edmodo into

on Edmodo)

their normal classroom.

The learners will be able

Discussion

to reflect on their

board

professional

experiences and write

Reflection

development

about their difficulties

sharing

and successes

Self-reflection

90-minute

ESM Taskforce: blended learning

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Appendix D
Rubric

Module 1
All tasks

4
Yes

2
Some

0/1
no

complete?
Module 2
Discussion Board

Two or more

One to two

One response

No response

Participation

responses given;

responses are

given on topic

given/off topic

responses are on

given; the

and reflective.

response/ weak

topic, relevant

responses may

relevance or

and reflective of

be on topic, but

lack of

best practices

there is little

reflection

evidence of
reflection given
Quiz created and

Yes

No

given?
Module 3: SelfAssessment
What

Detailed

Descriptions

The descriptions

No response

worked/what

description of

evident of what

are listed as

given.

didnt

what worked

worked and

facts without

well and what

what didnt, but

corresponding

was not working lacks details.

evidence or

at all. Highly

details.

reflective of all
Effort

practices.
Highly

Mostly

Reflection is not

No reflection

ESM Taskforce: blended learning

24

described/reflectiv reflective in all

reflective. May

detailed/issues

e practice evident

sections.

consider just the

that the teacher

Considers both

teacher issues or

and student had

teacher and

the student

were vague.

student issues as

issues.

relevant.
The plan is

The plan is

There is a plan

No plan is

evident as to

evident as to

for moving

evident.

how the teacher

how the teacher

forward, but it is

will continue

will continue

very vague.

using the

using the

There may or

program. Ideas

program. Issues

may not be

are considered

that went wrong

issues that went

to fix items that

are not

wrong

Discussion board

went wrong.
Two or more

addressed.
One to two

addressed.
One response

No response

participation

responses given;

responses are

given on topic

given/off topic

responses are on

given; the

and reflective.

response/ weak

topic, relevant

responses may

relevance or

and reflective of

be on topic, but

lack of

best practices

there is little

reflection

Whats Next

evidence of
reflection given

evident.