SouthernB KA

Brigette Southern

Part 1: Identification of Learning Problem

General Audience:

The primary audience is certified teachers of all ages, levels of experience, and in any

elementary grade level. This training targets teachers who are responsible for parent

communication. The average teacher at the target school has been teaching 12 years. An

advanced degree is also held by majority of the teachers.

Problem Identification:

One of the performance standards that Georgia teachers are evaluated on is communication. The

Teacher Keys Effectiveness System (TKES) handbook states, “Uses verbal and non-verbal

communication techniques to foster positive interactions and promote learning in the classroom

and school environment.” In order to be rated proficient, the teacher has to “continually use

communication techniques in a variety of situations to proactively inform, network, and

collaborate with stakeholders to enhance student learning”. This means that teachers are required

to not only call parents but they are required to keep in constant communication using a variety

of methods.

Lastly, Henry County Schools has a strategic plan that gives goals for the upcoming school year.

One of the focus areas of the plan is culture, climate, and community. Goal 2 under that focus

area states, “The district and schools will communicate effectively with students, parents,

employees and the community.”

Teachers may find that they have difficulty contacting all parents through email or sending home

materials that will help them. Most teachers have between 18- 26 students. The use of web 2.0

technology will allow teachers an avenue to contact parents without having to individually

contact each one.

Instructional Goal:

Teachers will learn how to use Glogster to introduce themselves to parents

Teachers will use Glogster to create a poster that explains math concepts to parents

Part 2: Learner Analysis

Introduction:

The learners are made up of 90% men and 10% women. The demographic makeup of the

teachers at the target school are 52% Caucasian, 40% African American, and 8% other. The need

for technology training was determined by interviews with the principal of the target school.

Entry Skills and Prior Knowledge:

Teachers must have basic typing, internet, and computer skills to complete this training.

Teachers already have a basic understanding of Microsoft Office such as Word, Excel, and

PowerPoint. All teachers must use their email on a daily basis. They also have to keep up with a

classroom website. This requires that they have basic webpage writing skills.

Professional development has been given on Prezi and Tagxedo. Therefore, teachers have been

introduced to some Web 2.0 technologies. They are required to use some of these technologies in

their classrooms. Although all of the mentioned have taken place, some teachers still do not feel

comfortable with Web 2.0 technology.

Misconceptions are that teachers believe that doing tasks on the internet take longer than

completing a document in a program like Excel, printing, copying, and sending home the

documents.

This information was obtained from observations and interviews with teachers.

Attitudes toward Content & Academic Motivation

When talking to teachers about their use of Web 2.0 technology, they say that they do not have

the time to create those things. Some teachers also say that they do not feel comfortable or

understand how to use those technologies.

Educational Ability Levels

All teachers have at least a bachelor’s degree in education. They have all had training on Teacher

Keys Effectiveness System which states the requirements for parent-teacher communication and

technology integration.

General Learning Preferences

Based on interviews and according to the technology committee at the target school, teachers

prefer learning based on their needs. They feel as though teachers need different training based

on their ability and comfort levels. They prefer trainings that do not last a long time and are

broken up into small segments.

Attitude toward Teachers and School

The teachers’ attitudes at the school are both positive and negative. Many teachers embrace the

change that is coming. They want to learn as much as they can about new technology so that they

can make their classroom and instruction better. There are some teachers who say that they do

not see a problem with teaching the “old fashioned way.” All teachers do know that they will be

required to use new technology so they accept the fact that they must learn how to use it

regardless of their personal opinions.

Group Characteristics

This school is located in Hampton, GA and is part of the Henry County School System. It is a

Title I school. The principal of the school puts an emphasis on technology and the use of it in the

classroom. Henry County Schools states that they spend $2.1 million for technology. There are

16,500 computers in operation in this school system.

Part 3: Task Analysis

Task Analysis

I completed a procedural analysis because it is important that I identify the steps required

to complete the process of using a Glogster to keep in constant contact with students and parents.

I started by creating a Glogster from scratch so that I could ensure all steps were included. The

procedural analysis instructs the learners on how to create a basic Glog to introduce themselves

to students for the new school year.

A topic analysis was also completed to ensure that the teachers being trained fully

understand the importance of using a Glogster for parent-teacher communication. The procedural

and topic analysis were combined in the task analysis outline.

Task Analysis Outline

1. Identify the importance of parent-teacher communication.

1.1. Parents will stay informed of student’s education

1.2. Teachers will potentially earn an exemplary in Teacher Keys evaluation

syste

2. Identify the benefits of a Glog

2.1 Saves time with easy to use interface

2.1.1 Simply click the plus sign to add a feature to your

interactive poster

2.2 Keeps information organized by topic

2.2.1 Create multiple posters as you teach them to your

class.

2.3 Items are saved for use over multiple years

2.3.1 Online website saves interactive posters for future

use

2.4 Saves time

2.4.1 Teachers will not have to conference with parents

when they don’t understand the material that their

child is learning.

3. Create a Glogster account

3.1. Open internet browser

3.2. Type edu.glogster.com in the address bar

3.3. Go to the bottom of the page and click on teacher under the Join Us category

3.4. Scroll down and click Free Version plus 30 Day Premium Trial

3.5. Type in a Nickname

3.6. Type in Password

3.7. Type in Confirm Password

3.8. Type in First Name

3.9. Type in Last Name

3.10. Select Birthdate

3.11. Select Gender

3.12. Select Country

3.13. Select State

3.14. Select City

3.15. Select School (Mt. Carmel Elementary)

3.16. Enter Code show in picture

3.17. Click Sign Up

4. Activate your Account

4.1 Check your email

4.2 Open email titled Your Glogster EDU Account Confirmation

4.3 Click Activate my account

5. Create an introductory Glog

5.1. Click the Glog tab

5.2. Click on Create your first Glog

5.3. Choose your template

5.4. Add information about yourself for your teachers and parents to know

5.4.1. Add your college

5.4.2. Add your degrees earned

5.4.3. Add what you are teaching this year

5.4.4. Add other fun facts

5.4.5. Upload a picture of yourself

5.4.5.1. Click the plus button

5.4.5.2. Click image

5.4.5.3. Click the first button above the phrase my images

5.4.5.4. Choose your picture from your computer

5.4.5.5. Click on the picture once uploaded

5.4.5.6. Click Use It

5.4.5.7. Place picture in desired location on your Glog

6. Create a Glog about a math topic

6.1. Click the create a new Glog button

6.2. Choose vertical or horizontal

6.3. Delete all objects on the page to have blank Glog

6.4. Add a title

6.4.1. Click Text on the black taskbar

6.4.2. Choose the text type

6.4.3. Click Use It

6.4.4. Type “Multiplying 2 & 3 Digit Numbers by 2 Digit Numbers”

6.4.5. Change the text

6.4.5.1. Double-click the text box

6.4.5.2. Type your title

6.4.5.3. Choose your font in the box

6.4.5.4. Choose the color for your text

6.4.5.5. Slide the dot on the bar in the box to change the text size

6.5. Add a calculator graphic

6.5.1. Click the plus sign above your page

6.5.2. Click graphics

6.5.3. Click Edu2

6.5.4. Go to the 3rd page

6.5.5. Click the calculator

6.5.6. Click Use It

6.5.7. Place the graphic where you want it on the page

6.5.8. Resize the graphic

6.5.7.1. Click the graphic

6.5.7.2. Click the arrow in the corner and drag until the desired size

has been achieved

6.7. Change the wall

6.7.1. Click gallery on the left hand side

6.7.2. Choose your wall

6.7.3. Click Use It

6.8. Add audio


6.8.2. Click audio

6.8.3. Click the image of the arrow pointing up

6.8.4. Choose your audio off of your computer

6.8.5. Click open

6.8.6. Click the image

6.8.7. Click Use It

6.8.8. Place the image where you want it on the page

6.9 Add a video from YouTube


6.9.2. Click video

6.9.3. Click YouTube on the left side

6.9.4. Search: multiplying 2 digit by 2 digit

6.9.5. Click the 1st and 4th video

6.9.6. Click Use It

6.9.7. Move the video to where you want it on the page

6.10 Add some resource links


6.10.2. Click Text

6.10.3. Choose your text style

6.10.4. Type Resource Sites

6.10.5. Add link to Khan Academy Website

6.10.5.1. Type Khan Academy

6.10.5.2. Highlight the text

6.10.5.3. Click the chain link picture

6.10.5.4. Type in http://www.khanacademy.org/math/arithmetic/

multiplication-division/multi_digit_multiplication/v/

multiplying-whole-numbers-and-applications-2

6.10.6. Add link to AAA Math

6.10.6.1. Type AAA Math 3 Digit by 2 Digit Multiplicaiton



6.10.6.4. Type in http://www.aaamath.com/mul_3x2.htm

6.11. Add an example


6.11.2. Click Text


6.11.4. Type in your example: 232 x 56= 12,992

6.12. Add game links for students


6.12.2. Click Text


6.12.4. Type Student Games

6.12.5. Add links to Math Playground game

6.12.5.1. Type Math Playground



6.12.5.4. Type http://www.mathplayground.com/

multiplication05.html

6.12.6. Add links to Math Play game

6.12.6.1. Type Math-Play

6.12.6.2. Click Text



6.12.6.5. Type http://www.math-play.com/one-digit-by-two-digit-

multiplication-game.html

6.13. Save your Glog

6.13.1. Click Save

http://www.aaamath.com/mul_3x2.htm

6.13.2. Change the name

6.13.3. Click Public

6.13.4. Click Save

Subject Matter Expert

I, Brigette Southern, will serve as the subject matter expert for the instruction. I have a

bachelor’s degree of Early Childhood Education from Kennesaw State University. I am currently

enrolled in the Master’s program at Georgia Southern University for Instructional Technology.

I have already had practice with creating the Glogster due to another assignment in an

online class within my Master’s program. This gives me the necessary knowledge to instruct

others on how to create and use a Glogster.

Open Internet Browser

Type edu.glogster.com

in address box

Create an account

Activate your account Create a Glog

Click New GlogChoose your templateAdd textAdd graphicsAdd images

Add audio/video Add Game and Resource Links Save Glog

Part 4: Instructional Objectives

Instructional Objectives

Terminal Objective 1: Define a Glogster

1A. Identify a Glog as an interactive poster

Terminal Objective 2: To create a Glog

2A. Create a Glog with a photo

2B. Create a Glog with text

2C. Add graphics to a Glog

2D. Add audio to a Glog

2E. Add video to a Glog

Terminal Objective 3: Identify the importance of parent-teacher communication

3A. Identify the positive outcomes of keeping in constant contact with parents

Terminal Objective 4: Identify the benefits of using a Glog

4A. Identify the positive outcomes to using a Glog versus typical communication such as email

and paper communication

Terminal Objective 5: To communicate effectively with parents

5A. Create a Glog that introduces the teacher to parents

Terminal Objective 6: To create a Glogster that informs parents about multiplying.

6A. Add an informative video to Glogster

Content Standards

ISTE Standard 3: Model Digital age work and learning

ISTE Standard 5: Engage in professional growth and leadership

CCGPS.5.NBT.5 Fluently multiply multi-digit whole numbers using the standard

algorithm.

ContentPerformance Standards

Recall Application

Fact 1A

4A

ISTE 3,5

ISTE 3

Concept 3A

5A

NBT 5; ISTE 3,5

ISTE3

Principles and Rules

Procedure 2A, 2B, 2C, 2D, 2E,

6A

ISTE 3,5

NBT 5; ISTE 3

Interpersonal

Attitude

Relationship Between Objectives and Standards

Terminal Objective 1: Define a Glogster

Enabling Objective:

1A. Identify a Glog as an interactive poster

ISTE3a: Demonstrate fluency in technology

systems and the transfer of current knowledge

to new technologies and situations

b. Collaborate with students, peers, parents,

and community members using digital tools

and resources to support student success and

innovation


2A. Create a Glog with a photo

2B. Create a Glog with text

2C. Add graphics to a Glog

2D. Add audio to a Glog

2E. Add video to a Glog

ISTE3a: Demonstrate fluency in technology



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

ISTE5a: Participate in local and global

learning communities to explore creative

applications of technology to improve student

learning

Terminal Objective 3: Identify the

importance of parent-teacher communication

3A. Identify the positive outcomes of keeping

in constant contact with parents

ISTE3 b. Collaborate with students, peers,

parents, and community members using

digital tools and resources to support student

success and innovation

ISTE3.c. Communicate relevant information

and ideas effectively to students, parents, and

peers using a variety of digital age media and

formats

Terminal Objective 4: Identify the benefits

of using a Glog

4A. Identify the positive outcomes to using a

Glog versus typical communication such as

email and paper communication

ISTE 3.a. Demonstrate fluency in technology



Terminal Objective 5: To communicate

effectively with parents

5A. Create a Glog that introduces the teacher

to parents

ISTE3 b. Collaborate with students, peers,




ISTE3.c. Communicate relevant information



formats

Terminal Objective 6: To create a Glogster ISTE3.b. Collaborate with students, peers,

that informs parents about multiplying.

6A. Add an informative video to Glogster




ISTE3 c. Communicate relevant information



formats

CCGPS.5.NBT.5 Fluently multiply multi-

digit whole numbers using the standard

algorithm.

Teacher Keys Effectiveness System Standard Alignment

All Objectives Performance Standard 9: Professionalism

The teacher exhibits a commitment to

professional ethics and the school’s mission,

participates in professional growth

opportunities to support student learning, and

contributes to the profession.

All Objectives Performance Standard 10: Communication

The teacher communicates effectively with

students, parents or guardians, district and

school personnel, and other stakeholders in

ways that enhance student learning.

Part 5: Development of Assessments

Lesson 1: What is

a Glog?

Students will

brainstorm and

then create a

graphic organizer

to help them

define a Glog.

Lesson 2: Why

should I

communicate with

parents?

Students will use

Tagxedo to create

a graphic that

states all of the

positives of

communication

with parents.

Lesson 3: What

are the benefits of

a Glog?

Students will view

a sample blog and

create a list of

ways that they can

use a Glog in their

classroom.

Lesson 4: How do

I create a Glog?

Students will go

through the steps

to create a Glog.

Lesson 5: How do

I enhance my

Glog with

graphics, images,

video and audio?

Students will take

a pre-existing

Glog and enhance

it with extras.

Lesson 6: How do

I create a Glog to

teach parents

math?

Students will

create a Glog to

inform parents on

how to perform

math tasks that

their students are

learning.

Goals Students will

be able to

define a Glog.

Students will

understand

how they can

use a Glog to

help with

Students will

identify the

positive

components of

parent-teacher

communication

Students will

identify how

Students will

identify

positives of

using a Glog

versus

traditional

methods of

communicati

on

Students will

create a

Glogster

account.

Student will

be able to

create a Glog.

Students will

be able to add

graphics to a

Glog.

Students will

be able to add

images to a

Glog.

Students will

be able to use

Glogster to

create a

resource for

parents.

Students will

create their

parent-teacher

communicatio

n.

they can

improve their

parent-teacher

communication

Students will

identify how

they can use a

Glog to better

their parent-

teacher

communicati

on.

Students will

add text to a

Glog.

Students will

be able to add

video to a

Glog.

Students will

be able to add

audio to a

Glog.

Students will

create a Glog

about

multiplication

own glog on a

topic of their

choice.

Objectives Objective 1:

Define a Glogster

Objective 1A.

Identify a Glog as

an interactive

poster

Terminal

Objective 3:

Identify the

importance of

parent-teacher

communication

Terminal

Objective 4:

Identify the

benefits of using a

Glog

4A. Identify the

Terminal

Objective 2: To

create a Glog

Objective 2A.

Create a Glog

with a photo

Terminal

Objective 6: To

create a Glogster

that informs

parents about

multiplying.

Objective 2A.

Create a Glog

with a photo

Objective 2B.

Create a Glog

with text

3A. Identify the

positive outcomes

of keeping in

constant contact

with parents

positive outcomes

to using a Glog

versus typical

communication

such as email and

paper

communication

Objective 2B.

Create a Glog

with text

Objective 2C.

Add graphics to a

Glog

Objective 2D.

Add audio to a

Glog

Objective 2E. Add

video to a Glog

Objective 6A.

Add an

informative video

to Glogster

Objective 2A.

Create a Glog

with a photo

Objective 2B.

Create a Glog

with text

Objective 2C.

Add graphics to a

Glog

Objective 2D.

Add audio to a

Glog

Objective 2C.

Add graphics to a

Glog

Objective 2D.

Add audio to a

Glog

Objective 2E. Add

video to a Glog

Assessments Students will take

a quiz where they

define a Glog and

identify the

features of a Glog.

They will also

Students’

Tagxedo creations

will be assessed

(Performance-

based)

Students will list 5

positives to using

a Glog versus

using traditional

communication

methods.

Performance

based assessment:

Student’s Glog

Students will

write a paragraph

answering the

question, “How

will you use this

resource to

Performance

based assessment:

Student’s Glog

must have all

components

mentioned.

explain how they

can use this in

their classroom.

enhance parent-

teacher

communication?”

UDL Provide Multiple

Means of

Representation

Provide Multiple

Means of

Representation

Multiple Means of

Engagement

Provide Multiple

Means of Action

and Expression

Provide Multiple

Means of Action

and Expression

Multiple Means of

Engagement

Provide Multiple

Means of Action

and Expression

Quiz Examples

Lesson 1 Quiz

1. What is a Glog?

a. The same as a blog

b. An online interactive poster

c. An online research resource

d. A game website for children

2. List 5 features of a Glog.

a. _Add audio____________________________

b. _Add images____________________________

c. _Add video____________________________

d. _Change text font, color, and size____________________________

3. List 3 ways you could use a Glog.

a. __Create a handout for students in your classroom._____________

________________________________________________________________

b. __Create an introduction to students and parents at the beginning of the school

year. ___________________________________________________________

c. __Have students create an “all about me” poster to introduce themselves to their

classmates._______________________________________________________

Lesson 2 Example Tagxedo

Lesson 3 Assessment

List 5 positive aspects of using a Glog that traditional communications methods to not provide.

1. ____Teachers can add video to a Glog ________________________________________

2. ____Teachers can add audio to a Glog._______________________________________

3. ____Teachers can create interactive posters all in one place and allow parents to access at

any time. _______________________________________________________________

4. ___Parents can access videos right on the poster rather than having to click on a link or

search for it themselves. ____________________________________________________

5. ___Teachers do not have to notify parents every time a new subject is loaded, parents can

access and check the site periodically for new content.______________________

List 5 ways you can use Glog for parent-teacher communication

1. ____Create a poster to introduce yourself to parents.______________________________

2. ___Create a poster for new content that is being taught in class. ____________________

3. __Have students create a poster to show parents their work online. __________________

4. __Create posters instead of sending home newsletters. _______________________

5. ___Create posters with important need to know information instead of sending home

emails.__________________________________________________________________

Lesson 4 Example Glog

Lesson 5

Write a paragraph answering the following question:

How will you use this resource to enhance parent-teacher communication?

____This resource can be used to make parent-teacher communication much easier. Instead of

sending home handouts to parents, they can be created on Glogster. I can create a Glog and email

it to parents. I can create weekly or monthly newsletters to email home to parents. When

introducing a new math topic, I can email an informational handout to help parents better

understand the math topics that we are covering in the classroom. _______________________

______________________________________________________________________________

Lesson 6

Example Glog:

Lesson 1 Assessment

To differentiate this assessment, students who lack understanding in technology before this

training will be able to use the Glogster website to answer the first two questions of the quiz.

Lesson 2 Assessment

Students will work with a partner to create a list of positives outcomes of parent-teacher

communication.

Lesson 3 Assessment

Students will work in groups sorted by understanding and create these lists together.

Lesson 4 Assessment

Students will be given a written steps to help with this assessment.

Lesson 5 Assessment

To differentiate this assessment, students who lack understanding in technology before this

training will be able to use the Glogster website to answer the assessment question.

Lesson 6 Assessment

Students will be given a written steps to help with this assessment.

Part 6: Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Define a Glogster/ Introduction 1

2 Identify importance of parent-teacher communication 3

3 Identify Benefits of a Glog 4

4 Create a basic Glog 2

5 Create an enhanced Glog with teacher assistance 2,6

6 Create a Glog with no teacher assistance 2

Lesson 1: Introduction to Glogster

Objective 1: Define a Glogster

Objective 1A. Identify a Glog as an interactive poster

Initial Presentation: Have students come up with possible ideas on what a Glog is. Have students

use their internet searching skills to find definition. Students will be provided assistance provided

to students who lack understanding of technology. (Recall, Morrison, pages 139)

Generative Strategy: Students will divide into groups and create a graphic organizer of the

characteristics of a Glog. Students will be grouped by understanding of technology.

(Organization, Morrison, page 139)

Differentiation: Students will be grouped according to level of understanding based on

assessments prior to beginning of training.

Lesson 2: Identify importance of parent-teacher communication

Terminal Objective 3: Identify the importance of parent-teacher communication

3A. Identify the positive outcomes of keeping in constant contact with parents

Motivational Strategy: Show students various examples of teacher communication with parents.

Have students determine whether the example shows good communication or bad

communication. (Recall, page 139, Morrison)

Generative Strategy: Students will identify why good parent-teacher communication is

important. They will create a Tagxedo to represent this information.

Differentiation: Students will be given teacher assistance with Tagxedo according to level of

understanding based on assessments prior to beginning of training.

Lesson 3: Identify benefits of using a Glog

Terminal Objective 4: Identify the benefits of using a Glog

4A. Identify the positive outcomes to using a Glog versus typical communication such as email

and paper communication

Motivational Strategy: Show students a traditional parent handout. Then, show students an

example of a Glog used to communicate with parents. (Organization, Morrison, 139)

Instructional Strategy: Students will identify ways that they can use a Glog in their classroom.

They will specifically identify how they can use it to better parent-teacher communication.

(Elaboration, Morrison, 139)

Differentiation: Students will be grouped according to level of understanding based on

assessments prior to beginning of training.

Lesson 4: Create a basic Glog


Objective 2A. Create a Glog with a photo

Objective 2B. Create a Glog with text

Initial Presentation: Teacher will present a previously made Glog to students to show

effectiveness of a Glog. Students will write down ways that they can use the Glog for parent

communication. Students will be separated in groups by understanding of technology.

Generative Strategy: Students will create a Glog. Extra assistance will be provided to students

who lack understanding of technology in comparison to other students. (Practice, Morrison, page

148)

Lesson 5: Create an enhanced Glog with teacher assistance




Objective 2C. Add graphics to a Glog

Objective 2D. Add audio to a Glog

Objective 2E. Add video to a Glog

Terminal Objective 3: To communicate effectively with parents

Objective 3A. Create a Glog to explain rounding decimals

Motivational Presentation: Teacher will model how to add extras to a Glog that is already

created. (Demonstration, Morrison, page 148)

Initial Presentation: Students will write down ways that they can improve a previous Glog by

adding extras. Students will be separated in groups by understanding of technology.

(Elaboration, Morrison, page 148)

Generative Strategy: Students will take a blog and add graphics, images, audio, and video to

enhance their Glog. Students will follow the teacher as the teacher creates the blog.

(Demonstration and practice, Morrison, page 148)

Differentiation: Students will be separated in groups by understanding of technology

Lesson 6: Create a Glog with no teacher assistance



Objective 2C. Add graphics to a Glog

Objective 2D. Add audio to a Glog

Objective 2E. Add video to a Glog

Initial Presentation: Teacher will review the Glog that the group has worked on the past two

lessons. (Recall, Morrison, page 138)

Generative Strategy: Students will complete a Glog completely on their own. Students will be

able to use the notes and resources that they have collected through the previous lessons.

(Practice, Morrison, page 148)

Differentiation: Students with lower understanding of technology with be provided with some

teacher assistance and will be given detailed steps to create Glog.

Part 7: Design of Instruction

Lesson 1: What is a

Glog?

Students will

brainstorm and then

create a graphic

organizer to help

them define a Glog.

Lesson 2: Why

should I

communicate

with parents?

Students will use

Tagxedo to

create a graphic

that states all of

the positives of

communication

with parents.

Lesson 3: What

are the benefits of

a Glog?

Students will view

a sample blog and

create a list of

ways that they can

use a Glog in their

classroom.

Lesson 4: How do

I create a Glog?

Students will go

through the steps

to create a Glog.

Lesson 5: How do

I enhance my

Glog with

graphics, images,

video and audio?

Students will

create a Glog with

teacher directions.

Lesson 6: How do

I create a Glog to

teach parents

math?

Students will

create a Glog to

inform parents on

how to perform

math tasks that

their students are

learning.

Goals Students will

be able to

define a Glog.

Students will

understand

how they can

Students will

identify the

positive

components

of parent-

teacher

communicati

Students will

identify

positives of

using a Glog

versus

traditional

methods of

Students will

create a

Glogster

account.

Student will

be able to

Students will

be able to add

graphics to a

Glog.

Students will

be able to add

Students will

be able to use

Glogster to

create a

resource for

parents.

use a Glog to

help with

parent-teacher

communication

.

on

Students will

identify how

they can

improve their

parent-

teacher

communicati

on

communicati

on

Students will

identify how

they can use a

Glog to better

their parent-

teacher

communicati

on.

create a Glog.

Students will

add text to a

Glog.

images to a

Glog.

Students will

be able to add

video to a

Glog.

Students will

be able to add

audio to a

Glog.

Students will

create a Glog

about

multiplication

Students will

create their

own glog on a

topic of their

choice.

Objectives Objective 1: Define

a Glogster

Objective 1A.

Identify a Glog as

Terminal

Objective 3:

Identify the

importance of

Terminal

Objective 4:

Identify the

benefits of using a

Terminal

Objective 2: To

create a Glog

Objective 2A.

Terminal

Objective 6: To

create a Glogster

that informs

Objective 2A.

Create a Glog

with a photo

Objective 2B.

an interactive

poster

parent-teacher

communication

3A. Identify the

positive

outcomes of

keeping in

constant contact

with parents

Glog

4A. Identify the

positive outcomes

to using a Glog

versus typical

communication

such as email and

paper

communication

Create a Glog

with a photo

Objective 2B.

Create a Glog

with text

parents about

multiplying.

Objective 6A.

Add an

informative video

to Glogster

Objective 2A.

Create a Glog

with a photo

Objective 2B.

Create a Glog

with text

Objective 2C.

Add graphics to a

Glog

Objective 2D.

Add audio to a

Glog

Create a Glog

with text

Objective 2C.

Add graphics to a

Glog

Objective 2D.

Add audio to a

Glog

Objective 2E. Add

video to a Glog

UDL Provide Multiple

Means of

Representation

Provide Multiple

Means of

Representation

Multiple Means of

Engagement

Provide Multiple

Means of Action

and Expression

Provide Multiple

Means of Action

and Expression

Multiple Means of

Engagement

Provide Multiple

Means of Action

and Expression

Lesson 8: Formative Evaluation Plan

A survey will be conducted that assesses student understanding and level of comfort with

technology before the training. After the training is complete, the same survey will be

administered to see if their understanding and level of comfort has improved. The final

assessment will be the students Glog. It will be evaluated by looking for all of the components

and features that were taught during this course. The peer-reviewer will be a coworker who has

an advanced degree in instructional technology. They would complete the same survey based on

their opinions of the growth of the participants during the training.

Survey:

Least Most

1 2 3 4 5

How comfortable are you will using

technology in your classroom?

1 2 3 4 5

How comfortable are you with using

technology to communicate with parents?

1 2 3 4 5


Glogster to in your classroom?

1 2 3 4 5


Glogster to communicate with parents?

1 2 3 4 5

How much did this training help you feel

more comfortable with technology?

1 2 3 4 5

How much did you like this training? 1 2 3 4 5

Did you find this training useful? 1 2 3 4 5

What are some suggestions to improve on

this training?

Method to Analyze and Review the Data

Data would be analyzed by giving some of the questions before the training then I would give

this survey after the training. The answers would then be compared to determine if the training

was effective. The last question of the survey is the most important. Those answers would be

used to improve the training so that it could be more effective the next time that it was given.

Documents

SouthernB KA