Vocabulary Comprehension Using Plickers

Key Assessment #2
Part 1: Identification of the Learning Problem
Target Audience
My target audience is 25 certified teachers of various ages who all teach different
subjects in the 9th grade at the Lee County 9th Grade Campus in the State of Georgia,
USA. The various subjects may include: English and Language Arts, Biology,
Coordinate Algebra, Health, American Government, Physical Education, Construction,
Law and Justice, Healthcare, Business, and Spanish. This audience consists of regular
education and special education teachers. Each department was given the task by
administration to develop one department goal. Each individual teacher was also
required to develop a personal goal. All of these goals must focus on literacy
improvement through vocabulary.

Problem Identification
The school system has a school improvement plan that was developed by the
leadership team. This plan is focused around literacy/vocabulary comprehension. This
problem was identified through leadership team collaboration throughout the summer
2016. Milestone and SLO data was analyzed to determine this problem. Each subject
has different actual and desired states. The Milestone subjects (ELA, Math, and
Science) show a lack of vocabulary comprehension in their 8th grade scores. ELA
scores showed that 46% of students were beginning or developing learners. Math
scores showed that 59% of the students were beginning or developing learners.
Science scores showed that 80% were beginning or developing learners. These
students are now in our 9th grade classes. Since health is not given in the 8th grade I
based my Health class needs on last three years 2013-2016 of 9th grade SLO data.
The last three years of data have been in the 65-70% pass rate on the SLO out of all
the students and the goal is to reach an 80% pass rate. Beyond this school year, I
would like to see an increase of 2% per year for a pass rate.
 Instructional Goal

Teachers will be able to formally assess the students learning throughout the semester
using Plickers .
Teachers will be able to download the students data from each assessment.
Teachers will be able to analyze data,
Teachers should be able to improve students literacy/vocabulary comprehension by
15%.

Part II: Learner Analysis

Introduction
The targeted group of learners are adults in the Lee County School System of Georgia
at the 9th Grade Campus. The learners are of various ages ranging from 26 to 52.
There are 25 learners, 15 females and 10 males. Among the adult learners there are 5
African Americans and 20 white (non-Hispanic). Four of the learners have a Specialist
degree, 8 have a Masters degree, and 13 have a Bachelors degree. Information was
gathered through a variety of sources. Questionnaires, semi-structured, one-on-one
interviews, and through working closely together in the past.

Entry Skills and Prior Knowledge

Mastery of skills such as reading, writing, and math.
Mastery of computer skills: Google Drive, Infinite Campus, Microsoft Office.
Adequately use search engines.
Analyze student data.

The teachers entry skills and prior knowledge was gathered through a questionnaire.
Teachers were asked to check the 8 boxes of each skill that were proficient in. 22
teachers were proficient in every category. 3 were not familiar with analyzing student
data and 2 were not familiar with Google Drive. All 5 teachers who were lacking in
knowledge of either data or Google Drive expressed a desire to learn more about it.
Education Ability Levels
The learners function at similar ability levels. All have at least a four year education
degree in which they learned the skills of reading, writing, and math. Every learner
attends the same on-campus trainings through the media center to include Google
Drive, Infinite Campus, and techniques to analyze student data. Prior education and
years of teaching practices have made the group proficient in Microsoft office and the
use of search engines. After reviewing the questionnaires teachers who were not
experienced in analyzing data and Google Drive were given materials to look over to
help them better understand these two areas.

General Learning Preferences

The learners prefered lecture first followed by hands on activities. A learner preference
was to also keep instruction to a short period of time during the teachers faculty
meetings. Preferences were collected through interviews.

Attitudes Towards Education in General

The learners are enthusiastic about working with the instructor and learning a new skill
to use in their classrooms to promote an increase in vocabulary comprehension. They
were appreciative for the time the instructor spent researching the skills and knowledge
of the teachers as well as polling what kind of learning styles they prefer. They have a
high regard for education in general since it is their chosen profession. The learners
have a positive opinion about the school. They expressed that it is a pleasant place to
work, it is kept clean, and the technology is up to date. They stated that their students
were generally eager to use new technology in the classroom to learn with.

Group Characteristics
The school is in Leesburg, Georgia which is a rural community in Southwest region with
a population of around 30,000 people. It is bordered by Albany, Georgia that has a
population of approximately 100,000 people. Lee Countys median household income
is $60,000. The poverty level is at 11% and high school graduation rate is at 85%. The
student population that the learners serve consists of approximately 560 students, 290
females and 270 males. Demographics are 75% White, 20% African American, 2.4%
Asian, 2.6% Hispanic. Free and reduced lunch is at 29%. This information was
obtained through the United States government census website and through the Lee
County School Board of Education.

Part III: Task Analysis

Task Analysis
I formed my task analysis using a procedural analysis method. The learning involved in
my key assessment will follow a step by step process. I made an outline in the form of
a flow chart to hopefully make learning this task simpler and the learning more effective.
This visual aid is helpful to those who learn best with them and makes it easier to
understand. As I wrote the task analysis, I walked myself through the process to make
sure I arranged the steps properly and did not miss any. I also watch a couple of
youtube tutorials that helped my with my steps. I feel that using only a procedural
analysis is best, most effective way to teach the task to the teachers.

Task Analysis Outline

1.0 Log on to computer and go to internet browser
1.1 Go to plickers.com
1.2 Sign up for a free account
1.3 Use your google account and check yes when asked to save password
1.4 Click on Classes at the top of the webpage
1.5 Add a new class
1.6 Fill in the information that is required
1.6a Name, grade level, subject, color for each class
1.6b Click save
1.7 For more than one class repeat 1.5,1.6

2.0 Enter student information

 2.1 Can be manually entered or
2.2 Upload by clicking on add roster
2.3 If clicking on add roster, copy and past students first/last name
2.4 Continue entering and saving students info if done manually
2.5 Do this for each class that you have

3.0 Click on library at the top

3.1 Click new folder on the left side
3.2 Give the folder a name, click enter
3.3 Click on add question
3.4 Manually enter each question and answers
3.5 Choose one correct answer
3.6 Click on save and create new
3.7 After all questions have been entered, click save
3.8 Click on print out cards
3.9 Download plickers app onto mobile device and log in

4.0 Pass out a card to each student according to roster on plickers

4.1 Click on plicker live on your computer and turn on overhead
4.2 Click on plickers app on mobile device
4.3 Click start on mobile app for questions to start
4.4 Students will hold up plickers card with correct answer A,B,C,D
4.5 Hold up mobile device and scan students answers around the room
4.6 Data will show up onto the overhead, without students names
4.7 Individual data will be on teachers personal computer.

Subject Matter Expert (SME)

I, Christina Rice, will serve as the SME for this instructional plan. My education includes
a bachelors degree from the University of Alabama in Tuscaloosa, Alabama in Health
Science. I have a second bachelors degree from Georgia Southwestern State
University in Americus, Georgia in Health and Physical Education. Currently I am
pursuing a masters degree from Georgia Southern University in Statesboro, Georgia in
Instructional Technology.

The qualifications that I possess to act as SME for this instructional plan are Data Team
Leader for all health and physical education teachers at Lee County High School and
Leadership Team member for the system. I also have used Plickers numerous times in
my own instruction and assessments in the classroom.
Figure 1. Task analysis flow
 Part IV: Instructional Objectives

Terminal Objective 1: To set up and organize class accounts in Plickers

Enabling Objectives:
1A: To create login information
1B: To create individual classes

Terminal Objective 2: To add rosters into class folders

Enabling Objectives:
2A: To manually enter student information into appropriate folders
2B: To copy and paste student information into appropriate folders (the prefered
method). Students can be grouped based on differentiation.

Terminal Objective 3: To create a library of quizzes on computer and mobile device

Enabling Objectives:
3A: Create and assemble online folders for each chapter and add questions and
answers
3B: To create a free set of classroom Plickers cards
3C: To download Plickers app onto mobile device

Terminal Objective 4: Issue Plickers cards to students and activate assessment

Enabling Objectives:
4A: Issue cards to each student and turn on Plickers Live
4B: Access Plickers app on mobile device and click start
4C: Instructions given to students on answering questions
4D: Check for student understanding
4E: Analyze student data for needs assessment
Classification of Instructional Objectives:
Table 1. Performance Objectives

Performance

Content Recall Application

Fact 4E

Concept 4D

Principles 1A,1B

Procedure 4D 2A, 2B, 3A

Interpersonal 4C

Attitude 4C

Relationship between Instructional Objectives and Standards:

Table 1. Instructional Objectives

Instructional Objectives ISTE Standards

1 1. Visionary leadership
d. Implement strategies for initiating and
1A sustaining technology innovations and
manage the change process in schools and
1B classrooms.

2 2. Teaching, learning, and assessments

e. Coach teachers in and model design
2A and implementation of technology-enhanced
learning experiences using differentiation,
2B including adjusting content, process, product,
and learning environment based upon student
readiness levels, learning styles, interests,
and personal goals

3 2. Teaching, learning, and assessments

g. Coach teachers in and model effective
3A use of technology tools and resources to
continuously assess student learning and
3B
3C technology literacy by applying a rich variety
of formative and summative assessments
aligned with content and student technology
standards.

4 3. Digital age learning environments

a. Model effective classroom management
4A and collaborative learning strategies to
maximize teacher and student use of digital
4B tools and resources and access to
technology-rich learning environments.
4C

4D

4E 2. Teaching, learning, and assessments

h. Coach teachers in and model effective
use of technology tools and resources to
systematically collect and analyze student
achievement data, interpret results, and
communicate findings to improve instructional
practice and maximize student learning

**Dr. Lee - I did the ISTE standards in the first table because I was having a difficult time finding
GPS that went along with teaching adult learners. I looked under the GPS Informational
Technology category. Any help with this would be much appreciated.

Table 1. Instructional Objectives

Instructional Objectives Georgia Performance Standards

1 IT-IDT-4
Identify, describe, evaluate, select and use
appropriate technology.

1A

1B

2A

2B

3 ELACC9-10SL1: Initiate and participate

effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades
910 topics, texts, and issues, building on
 others ideas and expressing their own clearly
and persuasively.

3A

3B

3C

4A

4B

4C

4D

4E

Part V: Development of Assessments

Instructional Goals Objectives UDL Assessments

Strategies

Lesson 1: Explains the Objective 1: To Teachers use Participation in

Introduction to method of set up and Plickers as an setting up
Plickers organizing and organize class online account and
Basics managing an accounts in teaching and creating
online account. Plickers learning tool classes.
Demonstrate 1A: To create that meets the
how to easily login information state
add class 1B: To create standards to
rosters. individual use a variety
classes of methods to
reach diverse
learners.
Learners can
work in
individually or
with a partner
 who has an
understanding
of the
concept.

Lesson 2: Create individual Objective 2: To Learners are Learners

Explain to the classes by going add rosters into given the participate in
teachers that to the add a new class folders option of discussion of
there is a fast class tab. Fill in Objectives: copy/pasting questions and
and simple the information 2A: To manually their rosters or demonstrate
way to upload that is required: enter student manually ability to create
their rosters. name, grade information into entering. class folders.
level, subject, appropriate Manually
and pick a color folders entering works
for each class. 2B: To copy and well if they
Click on save paste student want to put
and for more information into them into
than one class appropriate groups.
repeat the steps. folders (the Additional
prefered instructional
method). videos will be
Students can be emailed to
grouped based learners who
on require more
differentiation. instruction on
how to
perform this
task.

Lesson 3: While logged Objective 3: To Plickers is a Learners will

Demonstrate into Plickers create a library method of demonstrate
how to they will go of quizzes on assessment the skill of
efficiently and through the computer and that goes creating
effectively process of mobile device beyond paper questions and
create creating folders Objectives: and pencil. answers into
questions and for their quizes 3A: Create and Students can the folders.
answers for and putting assemble online be active
review. questions and folders for each participants
answers in. chapter and add while using
Click on the tab questions and this strategy.
that says answers Not only is it
Cards. Print 3B: To create a used to
out full size or free set of assess
half size cards classroom student
for students. Plickers cards knowledge, it
Recommend 3C: To can be used
 printing the full download as a review
size cards and Plickers app game.
laminating them onto mobile
as a class set. device
This way you
keep them in
your room and
each class
shares the same
set.

Lesson 4: Go over the Objective 4: This tool Learners will

Ready? Time process step by Issue Plickers allows present their
to assess step. Data that cards to teachers to game to the
students and is displayed up students and differentiate other teachers.
analyze data. on the overhead activate instruction
does not have assessment according to
any names with Objectives: student's
it, so privacy is 4A: Issue cards individual
kept. Teachers to each student needs.
can analyze and turn on Instruction will
individual Plickers Live be based on
student data 4B: Access the class data.
later when no Plickers app on Students can
students are mobile device be grouped
present. and click start together
Teachers can 4C: Instructions based on their
use this given to lack of
assessment to students on understanding
give grades, answering of certain
determine who questions concepts.
is struggling with 4D: Check for
what, and student
develop new understanding
lessons based 4E: Analyze
on the data. student data for
needs
assessment

Lesson 1: Introduction to Plickers Basics

Objective 1: To set up and organize class accounts in Plickers

Objectives:
 1A: To create login information
1B: To create individual classes

Assessment:
Participation in setting up account and creating classes.

UDL Principles:
Teachers use Plickers as an online teaching and learning tool that meets the state
standards to use a variety of methods to reach diverse learners. Learners can work in
individually or with a partner who has an understanding of the concept.

Lesson 2: Explain to the teachers that there is a fast and simple way to upload
their rosters.

Objective 2: To add rosters into class folders

Objectives:
2A: To manually enter student information into appropriate folders
2B: To copy and paste student information into appropriate folders (the prefered
method). Students can be grouped based on differentiation.

Assessments:
Learners participate in discussion of questions and demonstrate ability to create class
folders.

UDL Principles:
Learners are given the option of copy/pasting their rosters or manually entering.
Manually entering works well if they want to put them into groups.
Additional instructional videos will be emailed to learners who require more instruction
on how to perform this task.
 Lesson 3: Demonstrate how to efficiently and effectively create questions and
answers for review.

Objective 3: To create a library of quizzes on computer and mobile device

Objectives:
3A: Create and assemble online folders for each chapter and add questions and
answers
3B: To create a free set of classroom Plickers cards
3C: To download Plickers app onto mobile device

Assessments:
Learners will demonstrate the skill of creating folders.

UDL Principles:
Plickers is a method of assessment that goes beyond paper and pencil. Students can
be active participants while using this strategy.
Not only is it used to assess student knowledge, it can be used as a review game.

Lesson 4: Ready? Time to assess students and analyze data.

Objective 4: Issue Plickers cards to students and activate assessment

Objectives:
4A: Issue cards to each student and turn on Plickers Live
4B: Access Plickers app on mobile device and click start
4C: Instructions given to students on answering questions
4D: Check for student understanding
4E: Analyze student data for needs assessment

Assessments:
 Learners will present their game to the other teachers.

UDL Principles:
This tool allows teachers to differentiate instruction according to student's individual
needs.
Instruction will be based on the class data.
Students can be grouped together based on their lack of understanding of certain
concepts.

Assessment Examples

Objective 1 Assessments:
Assessment 1 - Participation in setup
Directions: Teachers please complete the following steps

1. Find an empty computer and log on and go to internet browser

1.1 Go to plickers.com
1.2 Sign up for a free account
1.3 Use your google account and check yes when asked to save password
1.4 Click on Classes at the top of the webpage
1.5 Add a new class
1.6 Fill in the information that is required
1.6a Name, grade level, subject, color for each class
1.6b Click save
1.7 For more than one class repeat 1.5,1.6

Screenshot of plickers.com where you sign up for an account:

Screenshot of where to add classes:
Objective 2 Assessments:
Assessment 2 - Demonstrate ability to create class folders
Directions: Teachers please follow along and perform each task
2. Enter student information
2.1 Can be manually entered or
2.2 Upload by clicking on add roster
2.3 If clicking on add roster, copy and past students first/last name
2.4 Continue entering and saving students info if done manually
2.5 Do this for each class that you have

Screenshot of how to add a roster:

Objective 3 Assessments:
Assessment 3 - Demonstrate ability to create questions and answers into folders
Directions: Teachers please follow along and perform each task
3. Click on library at the top
3.1 Click new folder on the left side
3.2 Give the folder a name, click enter
3.3 Click on add question
3.4 Manually enter each question and answers
3.5 Choose one correct answer
3.6 Click on save and create new
3.7 After all questions have been entered, click save
3.8 Click on print out cards
3.9 Download plickers app onto mobile device and log in

Screenshot of making folders:

Screenshot of how to print your own set of cards:

Mobile App:

Objective 4 Assessments:
Assessment 4 - Presentation of game to peers
Directions: Teachers will present their Plickers game while peers assess

4.0 Teachers Pass out a card to each student (teacher peer) according to roster on
plickers
4.1 Click on plicker live on your computer and turn on overhead
4.2 Click on plickers app on mobile device
4.3 Click start on mobile app for questions to start
4.4 Students will hold up plickers card with correct answer A,B,C,D
4.5 Hold up mobile device and scan students answers around the room
4.6 Data will show up onto the overhead, without students names
4.7 Individual data will be on teachers personal computer.

Screenshot of Live View when ready to play:

Screenshot of demonstration on how learners hold cards up with answers:

Screenshot of instructor scanning learners answers:

 Screenshot of data at the end of the review on desktop computer:

Assessment directions and materials checklist:

Instructor needs a personal electronic device (tablet, cell phone). Log in information will
be left in case of a substitute.
Log in to plickers.com on the desktop computer as well as the personal technology
device.
Students will need one plickers card each. The cards are numbered and a list of the
students will be available on the plickers website with a number next to their name.
Click on the folder of current chapter. Click on live view. Turn on overhead projector.
Explain to the students as a question pops up on the board they will answer it by
holding up their plickers card with the correct answer.
Instructor will scan the room with their personal device. When all answers are scanned
into the device, click done and the results will be displayed on the screen.
Instructor will explain the results of how many answered correctly and how many
answered incorrectly.
Instructor will click next to go to the next question.
Follow the same procedure.
 When complete, instructor will take up the cards from the students.
All data will be displayed on the desktop computer for analyzing.
No answer key is needed, the program will grade all answers automatically.
Instructor will post grades into the gradebook.
Students will be separated into groups based on which questions they answered wrong.
They will be given additional instruction/work on these specific questions so they may
become proficient in them.

Part VI: Instructional Sequence

Instructional Sequence

Sequence Description Objective

1 Set up and organize class 1. To set up and organize

class accounts in Plickers
accounts in Plickers.

2 Add rosters into class 2. Add rosters into class

folders
folders

3 Create a library of quizzes 3. Create a library of

quizzes on computer and
on computer and mobile
mobile device.
device

4 Issue Plickers cards to 4. Issue Plickers cards to

students, activate
assessment, and analyze
data
students, activate
assessment, and analyze
data.

The instructional sequence builds on a step process orders the learning

activities. Each lesson is meant to build upon the next lesson as the learner goes
through them. The learners must fully complete one lesson before advancing to the
next. The Kemp Design Model has been the basis for the instructional design process.
The final goal of the sequence is to be proficient in the setup and use of Plickers for
classroom teaching and assessment.

Lesson 1: Introduction to Plickers Basics

Objective 1: To set up and organize class accounts in Plickers

Objectives:
1A: To create login information
1B: To create individual classes

Motivational Strategy: Ask teachers if they would like to learn how to use a simple but
efficient technology tool to assess student knowledge. Ask the teachers to think about
how much time they spend on grading paper assessments. Show a brief youtube video
showing the positives of using plickers.

Initial Presentation: Teachers will meet in the media center and sit at a computer.
Presenter will have powerpoint pulled up on the big screen with instructions as we go
along. Tell teachers we will be learning a fun and new assessment tool that they can
use easily in the classroom.

UDL: Teachers use Plickers as an online teaching and learning tool that meets the
state standards to use a variety of methods to reach diverse learners.

Generative Strategy: Teachers will log onto a computer with their Google information.
Teachers will go to the website, plickers.com. In the website they will click on sign up in
the top right hand corner. They will be given the choice to create a new account
through their Google accounts. Click on sign in with Google. Once logged in, they will
click on the classes button at the top of the page. Here they will create individual
classes by going to the add a new class tab. Fill in the information that is required:
name, grade level, subject, and pick a color for each class. Click on save and for more
than one class repeat the steps.

Lesson 2: Explain to the teachers that there is a fast and simple way to upload
their rosters.

Objective 2: To add rosters into class folders

Objectives:
2A: To manually enter student information into appropriate folders
2B: To copy and paste student information into appropriate folders (the prefered
method). Students can be grouped based on differentiation.

Initial Presentation: Have teachers open up their Infinite Campus account and ask them
if they would prefer to copy and paste student rosters to their plickers classes or
manually enter them.

UDL: Learners are given the option of copy/pasting their rosters or manually entering.
Manually entering works well if they want to put them into groups.

Generative Strategy: Here they will create individual classes by going to the add a new
class tab. Fill in the information that is required: name, grade level, subject, and pick a
color for each class. Click on save and for more than one class repeat the steps.

Lesson 3: Demonstrate how to efficiently and effectively create questions and

answers for review.

Objective 3: To create a library of quizzes on computer and mobile device

Objectives:
3A: Create and assemble online folders for each chapter and add questions and
answers
 3B: To create a free set of classroom Plickers cards
3C: To download Plickers app onto mobile device

Motivational Strategy: Ask teachers how many copies they make per week at the copy
machine. Then talk with them about all the wasted ink and paper that is being used.
Using technology such as Plickers does not leave a paper trail. Not only does Plickers
save the teacher's time in assessments and grading, it saves the school money. This
tool is free.

Initial Presentation: On the Plickers website, click on the New Folder tab. Give the
folder a name. I do mine by chapters. Open up a file from the thumb drive with study
questions and answers for a chapter. Go back to Plickers and you will click on the pink
New Question button. Demonstrate how to copy and paste the questions from the
study guide onto the new folder. Explain to the teachers that you can either do multiple
choice or true false. After pasting the question in the box, type or paste the correct
answer in the box below along with some wrong answers. Make sure you check the
box that says Correct for the correct answer so I will be graded right. After all
information has been entered click on Save and Create New. Repeat the process until
all questions and answers are in the folder.

UDL: Plickers is a method of assessment that goes beyond paper and pencil. Students
can be active participants while using this strategy. Not only is it used to assess student
knowledge, it can be used as a review game.

Generative Strategy: Teachers will be asked to bring in study guide questions and
answers to the training along with their mobile devices. While they are logged into
Plickers they will go through the process of creating folders for their quizes and putting
questions and answers in. Next the teachers will click on the tab that says Cards.
They will have the option of printing out full size or half size cards for their students. I
recommend printing the full size cards and laminating them as a class set. This way
you keep them in your room and each class shares the same set. After demonstrations
are complete and teachers have the opportunity to practice, pull up the Apple TV on the
overhead and mirror Ipad. Demonstrate how to download the Plickers app to a mobile
device. Have teachers do this and when the download is complete they can log in to
Plickers with their information.

Lesson 4: Ready? Time to assess students and analyze data.

Objective 4: Issue Plickers cards to students and activate assessment

Objectives:
4A: Issue cards to each student and turn on Plickers Live
4B: Access Plickers app on mobile device and click start
4C: Instructions given to students on answering questions
4D: Check for student understanding
4E: Analyze student data for needs assessment

Initial Presentation: Present each teacher with a printed plickers card. Ask teachers to
arrange themselves around the media center tables to where they can easily see the
overhead and the instructor can see them clearly. Click on the chapter folder we are on
and click on Plickers Live on the computer. Explain to the teachers as the questions
pop up they will turn their Plickers card according to their answer (A,B,C,D or
True/False). They must hold the cards high up in the air. The instructor will click on
their app on the mobile device. When teachers hold their cards up in the air, scan the
room with the mobile device to log the answers. Answers will be recorded and
displayed on the overhead. Move to questions number 2 and continue until all
questions are answered. Pull up data to show teachers how they performed.

UDL: This tool allows teachers to differentiate instruction according to student's

individual needs.
Generative Strategy: Teachers will get to go through the motion like they would if they
were students in the classroom. We will go over the process step by step. Data that is
displayed up on the overhead does not have any names with it, so privacy is kept.
Teachers can analyze individual student data later when no students are present.
Teachers can use this assessment to give grades, determine who is struggling with
what, and develop new lessons based on the data.

Part VII: Design of Instruction

Instructional Goals Objectives UDL Assessments

Strategies

Lesson 1: Explains the Objective 1: To Teachers use Participation in

Introduction to method of set up and Plickers as an setting up
Plickers organizing and organize class online account and
Basics managing an accounts in teaching and creating
online account. Plickers learning tool classes.
Demonstrate 1A: To create that meets the
how to easily login information state
add class 1B: To create standards to
rosters. individual use a variety
classes of methods to
reach diverse
learners.
Learners can
work in
individually or
with a partner
who has an
understanding
of the
concept.

Lesson 2: Create individual Objective 2: To Learners are Learners

Explain to the classes by going add rosters into given the participate in
teachers that to the add a new class folders option of discussion of
there is a fast class tab. Fill in Objectives: copy/pasting questions and
 and simple the information 2A: To manually their rosters or demonstrate
way to upload that is required: enter student manually ability to create
their rosters. name, grade information into entering. class folders.
level, subject, appropriate Manually
and pick a color folders entering works
for each class. 2B: To copy and well if they
Click on save paste student want to put
and for more information into them into
than one class appropriate groups.
repeat the steps. folders (the Additional
prefered instructional
method). videos will be
Students can be emailed to
grouped based learners who
on require more
differentiation. instruction on
how to
perform this
task.

Lesson 3: While logged Objective 3: To Plickers is a Learners will

Demonstrate into Plickers create a library method of demonstrate
how to they will go of quizzes on assessment the skill of
efficiently and through the computer and that goes creating
effectively process of mobile device beyond paper folders.
create creating folders Objectives: and pencil.
questions and for their quizes 3A: Create and Students can
answers for and putting assemble online be active
review. questions and folders for each participants
answers in. chapter and add while using
Click on the tab questions and this strategy.
that says answers Not only is it
Cards. Print 3B: To create a used to
out full size or free set of assess
half size cards classroom student
for students. Plickers cards knowledge, it
Recommend 3C: To can be used
printing the full download as a review
size cards and Plickers app game.
laminating them onto mobile
as a class set. device
This way you
keep them in
your room and
each class
shares the same
 set.

Lesson 4: Go over the Objective 4: This tool Learners will

Ready? Time process step by Issue Plickers allows present their
to assess step. Data that cards to teachers to game to the
students and is displayed up students and differentiate other teachers.
analyze data. on the overhead activate instruction
does not have assessment according to
any names with Objectives: student's
it, so privacy is 4A: Issue cards individual
kept. Teachers to each student needs.
can analyze and turn on Instruction will
individual Plickers Live be based on
student data 4B: Access the class data.
later when no Plickers app on Students can
students are mobile device be grouped
present. and click start together
Teachers can 4C: Instructions based on their
use this given to lack of
assessment to students on understanding
give grades, answering of certain
determine who questions concepts.
is struggling with 4D: Check for
what, and student
develop new understanding
lessons based 4E: Analyze
on the data. student data for
needs
assessment

Part VIII: Formative Evaluation Plan

When this course is complete I will give an evaluation using Google Forms. Through
this survey I will determine the effectiveness of the course. The assessment is
mandatory, but surveyors will remain anonymous. Please give your honest opinion on
each question. The Subject Matter Expert will be one of our county Instructional
Technologist who is proficient in using Plickers. She has a bachelors degree in
English/Literature and a masters degree in Instructional Technology. Her primary
duties in the county consist of educating the faculty and staff on new web tools to use in
the classroom. The data will be examined by the SME and myself to change and
further enhance the course. The survey will ask how the learners felt about their own
efforts along with the instructor's efforts. Learners will weigh in on how organized and
appropriate the course was and whether the instructor was proficient and helpful. This
data will be separated into groups based on answers so that we can see what the
biggest concerns about the course are and adjust it to meet these needs. The learners
will also provide ways to improve the course which will be taken into consideration for
future courses.

Link to survey:
Plickers Survey