FRIT 7231 Key Assessment Final Project GrayC

8/20/2019 FRIT 7231 Key Assessment Final Project GrayC

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FRIT 7231, Fall 2014, Dr. Law Christian Gray

Key Assessment Instr!ti"nal Desi#n $r"%e!t

$art 1& I'enti(i!ati"n "( the Learnin# $r")lem

General A'ien!e&

The primary learner audience consists of certified teachers are responsible for the gathering of

data as it relates to classroom management as well instructing and organizing students in the

online classroom environment. The primary audience has a varied technology experience level.

The primary audience span certification in all subject areas within grades 4-12 student ages !-

1!". The primary audience are teachers in the online environment and has a large toolbox of

online resources for communication and instruction. #ll members of the primary audience have

an advanced degree and have more than $ years of teaching experience. #ll members of the

primary audience have a minimum of % years of online teaching experience. The secondary

audience includes students whose are primarily instructed in the face to face instructional

environment as well students who are primarily instructed in the online learning environment.

&oth types of learners will utilize tools within the 'oogle platform for communication as well as

organization and storage of assignments and learning aids.

$r")lem I'enti(i!ati"n&

Teachers and students at '() 'winnett (nline )ampus" utilize a variety of free online

innovations for both instructional practices content delivery and assignment submission" as well

as communication and management of data and assignments on a daily basis.

*hile 'winnett )ounty+s ,uality-lus Teaching trategies encourages the use of technology to

/effectively plan0 teach and access information0 both type of learner teacher and student"

struggle with the collection of vast amounts of information0 the storage of information0 the

creation of documents to support collaboration within assignments and projects as well as access



to collections of information from multiple devices. &y using free 'oogle tools0 all learners are

able to access information such as documents0 spreadsheets0 and presentations from multiple

computers and different locations as 'oogle is a web based storage site. There are a plethora of

tools within 'oogle that can help with organization and the delivery of assignments to the

teacher. n the 'winnett )ounty ,uality-lus Teaching trategies0 collaboration is another 3ey

teaching strategy. *hen teachers or students need to collaborate on projects or assignments0 the

'oogle platform provides the ability for learners to ma3e modifications on the same form in

/live time from any device without sharing via email.

)ommunication between students and teachers in an asynchronous fashion is the 3ey to success

in an online environment and is a third strategy in the 'winnett )ounty ,uality-lus Teaching

trategies. The ability to refer to instructional communication more than once is important when

explanation of material is given to the student from the teacher. ocumenting communication

between student and teacher as well as parent and teacher is important when referring to student

successes or difficulties. This documentation gives the teacher a written log of where the student

is struggling as well as when the student is able to move to the next level. 5sing several 'oogle

tools can provide a communication log for all parties to view.

uring department meetings0 an informal survey of the primary audience shows there are varied

methods used for collecting and storing student orientation information data as created by the

teacher to suit individual needs and styles. 6ost members of this audience use the 6icrosoft

7xcel spreadsheet0 however0 this re8uires teacher input into the spreadsheet. #s a time and labor

savings0 with the use of the 'oogle form tool0 teachers can collect re8uired information by

utilizing parent9 student input. #dditionally0 teachers can tailor the form to the information they

find most useful to the management of their online classroom. #s a third benefit0 teachers can

ma3e completion of the form a re8uirement using platform content release conditions. This

forces the completion of the form prior to content delivery.

Instr!ti"nal G"als&

• The primary audience will be able to identify a minimum of one 'oogle tool to enhance

instruction.



• The primary and secondary audiences will be able to identify a minimum of one 'oogle

tool to enhance communication.

• The primary and secondary audiences will be able to store materials within an organized

format.

• The secondary audience will be able to use at least one 'oogle tool for creating an

assignment used as a student submission from the /more tools section.

• The primary and secondary audience will be able to edit a document in /live time.

• The primary and secondary audience will be able to collect and present information from

a selected group using the online forms format.

$art 2& Learner Analysis

1. Intr"'!ti"n

The targeted audiences of learners are primarily teachers of grades 4-12 in multiple

subjects who are on the full time of 'winnett (nline )ampus '()" in :awrenceville0 '#. The

secondary audience of students are in grades 4-12 and live in areas from all parts of 'winnett

)ounty. tudents in the secondary audience choose to attend '() rather than their district bric3

and mortar school location. n the primary audience0 all teachers have an advanced degree. ; of

the %2 certificated full time staff members of the school hold a doctorate degree. #ll members of

the primary audience have at minimum % years of teaching in the online environment.

(f the primary audience0 most members teach students in multiple grade levels across

typical bric3 and mortar school divides. 6ost members of the primary audience hold

certifications in both elementary and middle school or middle and high school. <or 2$= of the

certificated staff0 members are certified in all three certification divisions0 elementary0 middle

and high school. '() serves full-time students in a complete online content delivery model as

well as serving students from around the county in a part-time fashion as a supplement to the

student+s face-to-face course options.



To obtain the information for the primary audience :earner #nalysis0 a school data base

search was conducted to determine certification and degree status. The published teaching load

was analyzed and course levels were documented. iscussions were held during department

meetings regarding uses of variety of 'oogle tools. Teacher feedbac3 regarding student progress

was evaluated to determine the needs of the student that can be met using 'oogle tools.

2. *ntry +ills an' $ri"r Kn"wle'#e&

• #bility to log onto a computer.

• #bility to understand basic computer functionality and navigate within the computer

system.

•

#bility to access 'oogle rive from their gwinnettonlinecampus.com email account.#ll members of the primary and secondary audiences at '() have a uni8ue

gwinnettonlinecampus.com account is a 'oogle gmail account."

• >nowledge of the online learning management platform 2:" amongst the primary and

secondary audiences.

• >nowledge of 'winnett )ounty ublic chools ,uality-lus Teaching trategies

amongst the primary audience.

3. Attit'es t"war' C"ntent an' A!a'emi! -"tiati"n

#ll participants are accustomed to the integration of technology into their curriculum as

well as the use of technology tools and sites to complete assignments. &oth primary and

secondary audiences are members of this school by choice. ;;= of all primary audience

members have re8uested and received a transfer to '() within the last $ years. #ll secondary

audience members apply to attend '() rather than their local district school.

#ll members of the primary audience are considered highly 8ualified teachers in their

content field. #ll primary audience members are highly proficient in their computer s3ills. The

entire staff attends a staff development day on the 2nd *ednesday of each month. This monthly

day of training is used to integrate new technology tools as well as enhance best practices in the

online learning environment.



6embers of the secondary audience are re8uired to complete an orientation unit detailing

the basic learning management platform tools. )ompletion of this orientation unit unloc3s

course content. #dditionally0 all students have opportunities to attend face-to-face technology

help sessions prior to the beginning of the school year. 7ach wee30 students in grades 4-; are

encouraged to attend a learning lab for each content area on campus for a face-to face

instructional time. ?igh school students are encouraged to attend learning labs on 6onday for

help with technology or content.

4. *'!ati"nal A)ility Leels

#ll primary audience members all have an advanced degree of masters level or higher.

24= of all certificated staff members hold a doctorate degree. #ll members of the primary

audience have completed an introduction to online teaching course0 a preliminary course in

online development and has completed a mentorship process to be eligible to teach at '().

#ll secondary audience members are placed within their grade level and have completed

an online orientation process. econdary audience members reflect the ma3eup of a typical bric3

and mortar location in regards to regular education0 special education and 7:: populations.

/. General Learnin# $re(eren!es

rimary audience members prefer an online training module. Training modules allow

learners to assimilate information in their available time frame. #dditionally0 access to the

training module is available for future review if needed.

The secondary audience members prefer an online training module with online with

teacher support as needed. upport is determined through collaboration between the teacher and

student and can include email0 phone0 collaborate0 adobe connect and phone communication.

. Attit'e T"war' Tea!hers an' +!h""l



The primary audience that will receive this instruction are highly motivated and highly

technical. 6ost have used components of 'oogle tools in the past. The primary audience is

excited to learn new uses for new tools through collaboration with peers. #dditionally0 the

online module can be used for future adjunct training opportunities as it will be placed in the

teacher resource center. The primary audience is most interested in a stable and uniform data

collection and storage system for use in their online classrooms.

The secondary audience that will receive this instruction will benefit most from the

organizational structure of 'oogle rive. *hile students at '() are highly technical compared

to their peers in the bric3 and mortar0 they0 too0 struggle with organization of their class

materials. &y using 'oogle rive0 students will be allowed to access materials from all devices

and locations.

7. Gr" Chara!teristi!s in!l'in# s"!ial an' releant !ltral in("rmati"n

The primary audience is a highly educated0 highly 8ualified group of teachers. These

teachers uni8uely provide instruction to grades 4-12 in the same school. 7ach teacher is a

member of two distinct groups0 the department content group as well as the grade level groups.

The teachers in the primary audience share a good number of the same students and are gifted at

identifying needs to help students achieve success in the online environment. Teachers are

grouped in % offices containing 12 cubicles within each office suite. Teachers are located within

the office suites based on their content area rather than grade level. 7ach office suite also

contains an ; person conference table for meetings. Teachers rotate out to learning labs

interactive classrooms" during assigned times. *hile introduction to the online module will

ta3e place during a *ednesday staff development day0 the online module will be delivered

asynchronously. To assist teachers0 will be able to gather at the conference table within the

staff office suites or hold an online synchronous chat session during the department meeting based on the preference of the primary learner.

The secondary audience is a highly technical and for the most part highly motivated. #ny

exception seems to be in the secondary level. (ften times0 at the secondary level0 the student is

attempting to earn credits towards graduation when the traditional situation has not been



effective. 7lementary and 6iddle grades students are highly engaged with the '() campus and

the activities offered. *hile have often discussed online organization strategies within the

'oogle rive during parent conferences0 this resource will now be housed on the parent

homepage for use when helping with student organization. The online module may be

referenced during the parent conferences in the future.

$art III& Tas Analysis

conducted a procedural analysis for this portion of my >ey #ssessment. #s this is a

hands on project0 it is important that the learner is able to follow instructions in the stated orderto complete the tas3 and achieve the desired final results. started identifying the end result of

each process. ince there are a suite of tools within the rive feature of 'oogle wish to focus

on as part of my >ey #ssessment lesson module0 there is a different desired end result to each

tas3.

#s wrote the process0 wor3ed through the steps and too3 screenshots of each step.

7ach step includes a screenshot graphic to ensure the learner has a visual as an example to the

text. &y wor3ing through the process to ta3e the screenshots0 was able to create a process thatdid not s3ip steps and leads the learner to the desired end result.

Tas 1& $r"!e'ral analysis ("r sin# the G""#le site t" !reate a w"r' '"!ment.

1. @erify that you have a 'oogle email account. f you do not0 you will set one up. Aou can

find directions on how to set up your 'oogle email account ?7B7.

2. (pen a new browser using 'oogle )hrome by visiting www.google.com.

2.1.

https://accounts.google.com/SignUp

http://www.google.com/





%. :og into your personal email address.

%.1.4. (nce you have entered your email address0 clic3 the icon that has ! bloc3s. This icon is

found in the upper right corner of the page as you enter your email system.

4.1.$. )lic3 the triangle icon called rive.

$.1.

C. f you have not downloaded drive0 you may have to clic3 download0 then clic3 run for the

exe file. f you have 'oogle rive downloaded0 you should be able to enter drive when you

clic3 the triangle icon.D. n the left sidebar of your rive account0 you will clic3 the red )B7#T7 button.

D.1.1.D.2. *hen you press the create button0 choose ()567ET from the list of items.



D.%. Title your document. Aou title your document by hovering over the grayed out untitled

document and type in the name of the document.

D.%.1.D.4. Aou may choose options regarding the appearance of your document similar to the

functionality of a 6icrosoft *ord document.

D.4.1. )hoose <ile toF hare0 rename0 open a new document0 share to the web0 print0 and

choose an output language.D.4.2. )hoose 7dit toF undo0 redo0 cut0 copy0 paste0 select all0 or find and replace.

D.4.%. )hoose @iew toF see the print layout0 the mode for viewing0 showing of the ruler0

e8uation bar or spelling options0 compact controls and full screen.

D.4.4. )hoose nsert toF add an image0 lin30 e8uation0 drawing0 table0 footnote0 special

characters0 horizontal line0 page count or page footnote0 page brea30 header0 footer0

boo3mar30 or a table to contents.

D.4.$. )hoose <ormat toF add bold0 italics0 underline0 stri3ethrough0 super and sub script0

paragraph styles0 alignment0 line spacing0 create a list or to clear content.

D.4.C. )hoose Tools forF spelling0 research0 definitions0 word count0 translation0 scripteditor0 preferences and personal dictionary.

D.4.D. )hoose Table to create or modify a table

D.4.;. )hoose #dd-(ns to receive other options for how to modify your document with

'oogle pecial <eatures

D.4.!. )hoose ?elp for help with documents0 issues with 'oogle ocuments and help

with 3eyboard shortcuts. Aou can search on the subject of needed help and the

document will appear.

D.4.1G. <inally0 the tools or features you use most often will be found on the toolbar

above the document.D.4.1G.1.



;. o0 what are some uses for the 'oogle documentH tudents can use 'oogle document to

complete assignments. This allows for convenient organization of the coursewor3. <or

students in our environment0 organization can begin with individual course folders. *ithin

each folder are unit folders. *ithin unit folders0 there can be multiple lesson folders. *ithin

each lesson folder0 students may save their wor3. #dditionally0 students may wor3

collaboratively for group assignments. Teachers can use 'oogle documents to create

supporting materials and assignments for each lesson. These documents can be easily loaded

in the learning management platform. &y using this tool0 teachers may access this

presentation from any device rather than being tied to an external storage device0 networ3

document storage or specific machine.

Tas 2& $r"!e'ral analysis ("r sin# the G""#le site t" !reate a srea'sheet.




2.1.




4.1.







$. )lic3 the triangle icon called rive.

$.1.C. f you have not downloaded drive0 you may have to clic3 download0 then clic3 run for the


clic3 the triangle icon.D. n the left sidebar of your rive account0 you will clic3 the red )B7#T7 button.

D.1.1.

D.2. *hen you press the create button0 clic3 B7#?77T from the list of items.

D.%. Title your spreadsheet. Aou title your spreadsheet by hovering over the grayed out

untitled document and type in the name of the spreadsheet.

D.%.1.

D.4. Aou may choose options regarding the appearance of your document similar to the

functionality of a 6icrosoft 7xcel spreadsheet.D.4.1. )hoose <ile toF hare0 new0 open a new spreadsheet0 ma3e copy0 import0 settings0

download0 publish to the web and print.

D.4.2. )hoose 7dit toF undo0 redo0 cut0 copy0 paste0 select all0 or find and replace0 delete

rows0 delete columns0 clear notes



D.4.%. )hoose @iew toF <reeze rows or columns0 create gridlines0 protect ranges0 see and

create formulas0 identify compact controls and see the spreadsheet using full screen.D.4.4. )hoose nsert to addF rows or columns0 a new sheet0 comments0 notes0 functions0

charts0 images0 lin3s0 a form or drawing

D.4.$. )hoose <ormat toF determine the way numbers will be displayed in thespreadsheet0 choose font type and size0 bold0 underline0 stri3e through0 and align text

or text wrap0 format conditionally or clear formatting.D.4.C. )hoose ata toF sort columns0 name ranges0 protect sheets0 filter0 create pivot

tables and validate.

D.4.D. )hoose Tools toF create a form0 edit script0 spell chec30 set auto complete and

notification rules0 protect a sheet and add words to the personal dictionary.

D.4.;. )hoose #dd-(ns to receive other options for how to modify your spreadsheet

with 'oogle pecial <eatures

D.4.!. )hoose ?elp for help with function list0 issues with 'oogle ocuments and help

with 3eyboard shortcuts. Aou can search on the subject of needed help and the

document will appear.

D.4.1G. <inally0 the tools or features you use most often will be found on the toolbar

above the document.

D.4.1G.1.

;. o0 what are some uses for the 'oogle spreadsheetH Teachers can use the spreadsheet to

store class data and demographics in one location that can be accessed from any device see

forms below". *hen was still teaching0 was able to use the 'oogle spreadsheet feature to

document phone calls to parents. This allowed me to document from any location at times

that were convenient to me. didn+t have to rely on having my wor3 computer handy to

accurately document communication. #dditionally0 was able to follow up with an email

from my gmail account to the parent. This gives further documentation for both the teacher

and parent.

Tas 3& $r"!e'ral analysis ("r sin# the G""#le site t" !reate a resentati"n.










2.1.




4.1.

$. )lic3 the triangle icon called rive.

$.1.



clic3 the triangle icon.

D. n the left sidebar of your rive account0 you will clic3 the red )B7#T7 button.



D.1.1.D.2. ress the create button0 clic3 B77ET#T(E from the list of items.

D.%. <irst0 choose a theme. croll through the options0 choose what suits the purpose then

clic3 (>.



D.%.1.

D.4. Title the presentation. To title the presentation0 hover over the grayed out untitled

document and type in the name of the presentation.

D.4.1.

D.$. Text will be typed directly into the slide. ictures may also be inserted directly on the

slide.



D.$.1.

D.C. Aou may choose options regarding the appearance of your document similar to the

functionality of a 6icrosoft ublisher.D.C.1. )hoose <ile toF hare0 new0 open a new presentation0 ma3e copy0 import slides0

move to a folder or the trash0 trac3 revisions0 settings0 download0 and publish to the

web0 email0 and print.

D.C.2. )hoose 7dit toF undo0 redo0 cut0 copy0 paste0 select all0 or find and replace.

D.C.%. )hoose @iew toF present0 show animations0 zoom in or zoom out0 switch to html

view0 show spea3er notes0 give spelling suggestions and show shortcutsD.C.4. )hoose nsert to addF text boxes0 images0 word art0 video0 lines0 shapes0 tables0

comments and new slides.D.C.$. )hoose lide toF add0 delete or duplicate slides0 change themes0 bac3grounds or

transitions0 edit the master or move through the presentation.

D.C.C. )hoose <ormat toF choose font type and size0 bold0 underline0 stri3e through0 and

align text or text wrap0 format conditionally or clear formatting. istribute or

rotation0 and group or ungroup.D.C.D. )hoose #rrange toF place slides in order0 align vertically0 horizontally or centered0

D.C.;. )hoose Tools toF spell chec30 research0 define0 set preferences and add words to

the personal dictionary.D.C.!. )hoose Table to insert a table and set the parameters such as column and row

number as well as alignment.

D.C.1G. )hoose ?elp for help with slides0 report an issue0 report abuse and learn 3eyboard

stro3es. Aou can search on the subject of needed help and the document will appear



D.C.11. <inally0 the tools or features you use most often will be found on the toolbar

above the document.

D.C.11.1.;. o0 what are some uses for the 'oogle resentationH tudents can use this presentation in

'oogle ocs to collaboratively create group presentations. Teachers can use this

presentation to create learning lessons. &y using this tool0 teachers may access this

presentation from any device rather than being tied to a thumb drive0 networ3 document

storage or specific device.

Tas 4& $r"!e'ral analysis ("r sin# the G""#le site t" !reate a ("rm.




2.1.


%.1.

4. (nce you have entered your email address0 clic3 the icon that has ! bloc3s. This icon is


4.1.$. )lic3 the triangle icon called rive.







$.1.



clic3 the triangle icon.

D. n the left sidebar of your rive account0 you will clic3 the red )B7#T7 button.

D.1.1.D.2. *hen you press the create button0 clic3 <(B6 from the list of items.

D.%. Title your form. Aou can enter a title for your form in two places. (ne in the upper left

portion of the site and one on the top line of the new form itself.

D.%.1.



D.4. Aou may choose a theme by clic3ing the change theme button.

D.4.1.

D.$. Aou can view the form at any time during the creation by clic3ing the view live form

button.

D.$.1.

D.C. )hoose options under form setting. f you are in closed group0 re8uiring a specific log in

and automatically collecting the name of the respondent would be appropriate choices.

f your form is lengthy0 you can choose to show a progress bar. f you do not want

multiple forms from each person in the group0 you can select to allow for only one

response in this area.

D.C.1.

D.D. 5sually you will place a descriptor in the box under form. This gives further instructions

to the participant filling in the form.



D.;.1.4.

D.;.1.$. )lic3 the done button and move to the next 8uestion by clic3ing #dd tem.

Aou will see the 8uestion you just entered above the add item button.

D.;.1.C.D.;.2. tart the 8uestion by choosing the type in the dropdown menu.D.;.%. Eext let+s loo3 at the select an answer type 8uestion.

D.;.%.1. )hoose )?7)> &(I7 or )?((7 <B(6 # :T to select an answer.

)hec3 boxes will allow for multiple items to be chec3ed while choose from a

list will only allow one box to be chec3ed.



D.;.%.2.

D.;.%.%. Eotice0 you can set the /choose from a list 8uestion to go to a specific

8uestion based on your answer choice.D.;.4. Aou can preview your wor3 by clic3ing @iew live form. review to see what the

end user will see as they fill in the form. f you do not li3e an aspect of your form0

you can go bac3 to edit by clic3ing the edit 8uestions button.



D.;.$.

D.!. *hen you are ready to send this form to others to use0 you can hit the send form button

located in the upper right corner.

D.!.1.

D.!.2. Aou will receive a pop up window with a web address to email directly0 you may

choose to embed your lin3 within a lesson0 you can enter email addresses or you can



share via social media. (nce you have chosen your method for distribution of your

form0 you can hit done in the left corner.

D.!.%.

;. o0 what are some uses for the 'oogle formH Aou can use this method in your class to

collect class data from the parents. use this form for reserving testing slots in my building.

Aou can send a survey as3ing which activity students prefer for evaluation. Aou can send

course evaluations from this method. ince this from resides in your google account0 the

responses will automatically populate within a spreadsheet in the google drive account for

you to review and manipulate as needed.



Determine the purposefor your use of Google

ToolsLog into your computer

Verty you have a

Google email account. You can nd directions

for setting up a freegoogle account by

visiting www.google.com

Open a browser windowwithin your computerprefereably Google!hrome." Download Google !hrome by

visiting www.google.com

Log into your personalemail address

!lic# the icon that has $bloc#s in the upper right

cornder of your homepage of the email

system.

!lic# the triangle iconcalled D%&V'. Download

if needed.

!lic# the red !%'(T'button in the left

sidebar.

)rom the !reate buttonyou may choose the

publication format thatwor#s for your purpose.*ee below based on the

choice

i! 5iew (l"w !hart& D"!ments an' F"rms within G""#le Drie

G""#le D"!ment



! h o o s e D o c u m e n t

" t i t l e y o u r d o c u m e n t " d e t e r m i n e t h e l a y o u t o f y o u r d o c u m e n t

! h o o s e

) o r m a t " d e t e r m i n e f o n t s i + e c o l o r t y p e " d e t e r m i n e p a g e l a y o u t " d e t e r m i n e a l i g n m e n t

& n s e r t g r a p h i c s

t a b l e s a n d l i n # s

" c h o o s e t y p e s o f i t e m s t o i n s e r t

" g r a p h i c s " l i n # s " t a b l e s

! h o o s e * p r e a d s h e

e t " t i t l e t h e s p r e a d s h e e t " d e t e r m i n e t h e d a t a t h a t w i l l b e c o l l e c t e d w i t h i n

t h e s p r e a d s h e e t

! o l u m n s " d e t e r m i n e t h e d a t a t y p e c o l l e c t e d i n e a c h c o l u m n " d e t e r m i n e t h e h e a d e r f o r t h e c o l u m n

) o r m a t s o r t

f o r m u l a s

" d e t e r m i n e t h e s o r t m e t h o d f o r e a c h c o l u m n

" d e t e r m i n e t h e n u m e r i c f o r m a t o f t h e c e l l s " d e t e r m i n e f o r m u l a s f o r c e l l s a s n e e d e d t o

c a l c u l a t e d a t a

G""#le +rea'sheet

G""#le $resentati"n



! h o o s e , r e s e n t a t i o n " t i t l e t h e p r e s e n t a t i o n

" d e t e r m i n e t h e i n f o a m t i o n t h a t w i l l b e i n c l u d e d i n t h e p r e s e n t a t i o n

! h o o s e ) o r m a t

" c h o o s e y o u r t h e m e " c h o o s e y o u r t e - t f o n t t y p e c o l o r s i + e

! h o o s e & t e m s t o

& n s e r t " c h o o s e l i n # e d i t e m s s u c h a s g r a p h i c s w e b s i t e s t a b l e s c h a r t s p i c t u r e s t e - t

! h o o s e T i m i n g " c h o s e y o u r s l i d e t r a n s i t i o n t i m e

" c h o o s e t r a n s i t i o n t y p e

G""#le F"rm



! h o o s e

) o r m " t i t l e t h e f o r m " c h o o s e t h e t h e m e o f t h e f o r m

! h o o s e & n f o r m a t i o n " d e t e r m i n e t h e d a t a p o i n t s t o b e c o l l e c t e d

" d e t e r m i n e w h a t u e s t i o n s w i l l b e u s e d t o c o l l e c t t h e r e u i r e d d a t a

! h o o s e

/ u e s t i o n T y p e s

" d e t e r m i n e w h a t u e s t i o n s t y p e w i l l b e u s e d t o c o l l e c t t h e r e u i r e d d a t a

" d e t e r m i n e w h i c h u e s t i o n s w i l l b e r e u i r e d v s . o p t i o n a l " v i e w t h e f o r m e d i t a s n e e d e d

* p r e a d s h e e t

! r e a t i o n " s h a r e t h e f o r m w i t h t h e a p p r o p r i a t e s t a # e h o l d e r s " v i e w t h e r e s u l t a n t s p r e a d s h e e t . D e t e r m i n e t h a t a l l d a t a

p o i n t s a r e w e l l r e p r e s e n t e d .

+)%e!t -atter *6ert +-*

will serve as the 67 for this instructional project. hold a bachelor+s degree in econdary

cience 7ducation from 5'#0 but more importantly am an end user of the 'oogle suite of

tools on a daily basis. #s the former cience epartment chair for my campus and the current

testing coordinator0 there are numerous occasions where gather information and disseminateinformation to various groups of people on my campus. 6y former role as the science

department chair re8uired me to maintain a database of popular labs through shared files within

'oogle rive"0 maintain evaluations through <orms within 'oogle drive". *ith the resultant

spreadsheet0 can share the results with the individuals evaluated directly. can also house

beginning of term course set up directions via spreadsheets" and student information filled in



by parents for individual students via 'oogle <orms". #ttendance has also been ta3en using

<orms. n my new role as testing coordinator0 am able to send a 'oogle <orm to students who

then register for their testing slots. This allows me to plan efficiently for proctor slots. 6ost

recently0 was able to have students pre-register for the #T using a google form and this

eliminated cost from ordering too many #T test boo3lets. There are a great number of tools

that0 if incorporated correctly0 will ma3e the job of the teacher much easier.

$art I5& Instr!ti"nal )%e!ties

Terminal )%e!tie 1& #fter completing the lesson0 the learner will be able to identify and usethe basic tools within the 'oogle rive tool ban3. )ognitive"

*na)lin# )%e!ties&

1AF iscuss a system for course file organization within 'oogle rive.

18F dentify uses of forms for course and class management.

1CF dentify0 create and upload different types of presentation documents and describe ideas for

classroom implementation.

Terminal )%e!tie 2

#fter completing the lesson0 the learner will identify0 create and implement the 'oogle <orm tool

to manage student information. )ognitive0 affective"

*na)lin# )%e!ties&

2A. iscuss the impact of a web based storage tool for student information driven by student and

parent input of data.

28. dentify uses of the 'oogle <orm tool within the classroom for other types of non-

management tas3s

a" roject sign up

b" Betest date registrationc" arental permission slips

2C. )reate and implement the use of a 'oogle <orm to collect and organize data for classroom

management.



Terminal )%e!tie 3

#fter completing the lesson0 the learner will demonstrate how to create a logical system to

organize student wor3 by unit then tas3 in the 'oogle rive tool. )ognitive0 affective"

*na)lin# )%e!ties&

3A. iscuss the impact of a web based storage tool for student wor3

38. escribe the relationship between classwor3 organization and student success

3C. emonstrate how to share student wor3 for a collaborative wor3 environment

3D. emonstrate how to share student wor3 for evaluation by the instructor.

Terminal )%e!tie 4#fter completing the lesson0 the learner will demonstrate how to create #E upload a variety of

document types within the 'oogle rive tool. )ognitive"

*na)lin# )%e!ties&

4A. emonstrate how to create a spreadsheet within the 'oogle tool

48. emonstrate how to create a presentation within the 'oogle tool

4C. emonstrate how to upload and modify a document when created with another word

processing tool such as the 6icrosoft (ffice tools

Classi(i!ati"n "( Instr!ti"nal )%e!ties

C"ntent $er("rman!e

Re!all Ali!ati"n

<act 1)

)oncept 2#0 %# 20 2&

rinciples 1#0 1& 1)0 %&

rocedure 4 10 20 2)0 %0 %0 4#0 4&0 4)nterpersonal %)

#ttitude 2

C"rrelati"n "( Instr!ti"nal )%e!ties t" the I+T* stan'ar's

Instr!ti"nal )%e!tie I+T* +tan'ar'



1 18, 2C, 2D, 3A,

1A, 18 1D, 2A, 38

1C 38,3D, 4A, 48,

2 1C, 2A, 28, 2C, 3C, 3D

2A 28, 38

28, 2C 3C, 3D3 1C, 1D, 38, 3D

3A, 38 38, 3C

3C 1D, 38

3D 3D

4 1A, 18, 1C, 1D, 2A, 2C, 3A, 38

4A, 48, 4C 2A, 2C, 2D, 3A, 38I+T* stan'ar's !"rtesy "( iste."r#9stan'ar's

$art 5& Deel"ment "( Assessments

Instr!ti"nal Desi#n D"!mentati"n& Desi#n "( Instr!ti"n an' Assessments

<or this portion of the >#0 there are a series of performance based assessments. 7ach

assessment has an opportunity to discuss with peers need and uses for each tool. (nce the tool is

discussed0 there are a series of performance based end products to address each objective.

Instr!t:

i"nal

+trate#ies

G"als9

)%e!ties

$er("rman!e

In'i!at"r

F"rms "(

Assessment

+!"rin# Gi'e ;DL9 Di((erentiati"n

Less"n 1&

An

Intr"'!ti

"n t" the

;ses ("r

+e!i(i!

T""ls

within

G""#le

Drie

This lesson

will introduce

the tools

available

within 'oogle

rive.

)%e!tie 1&

dentify the

basic tools

within the

'oogle rive

tool ban3.1AF iscuss a

system for

course file

organization

within 'oogle

rive.

18F dentify

uses of forms

for course and

1. ndividually

describe how an

electronic

document storage

system would be

valuable in their

course.

2. &rainstorm with

peers on how

forms may be used

to collect and

manage data intheir course

%. ndividually

identify the types

of documents that

might be used

within their course

storage system.

articipate in a

discussion thread

addressing each

3ey point as it

might relate to

their instruction

and management

of their course.

The prompt for

the discussion

might readF

-escribe your

current method for organizing wor3

within your

course. 7xplain

how this current

organization

system could be

converted to an

electronic system

of storing wor3.

tudents should

post for their ideas

for electronic filing

system0 then

respond to another

classmate+s ideas.

:oc3 the discussion

until the learner

posts their method.

:earners will be given a

choice of how to

participate in generating

and sharing uses for the

'oogle rive Tools.

(ptions include

asynchronous discussion0

independent submission

or online tool

presentation.

1. tudents may choose

to place a copy of their

filing system description

in a dropbox.

2. tudent may choose to

present their method

using a screen capture

such as screencast-o-

matic. ?ighly technical

users may use a pow



class

management.

1CF dentify0

create and

upload

different types

of presentation

documents and

describe ideas

for classroom

implementatio

n.

*hat types of

documents could

be stored in this

fashion. Bespond

for yourself0 then

respond to one of

your classmates in

a meaningful

fashion. (nce

you have

responded0 list

some ways you

collect similar

data within your

class from

multiple sources.

<or example0

collecting email

addresses from

each student for

his or her motherand father.

toon or other free web

2.G presentation tool.

Less"n 2&

I'enti(y

;ses "(

F"rms in

G""#le

Drie

:earners will

determine

multiple uses

for collection

of data via

'oogle <orms.

:earners will

determine uses

of 'oogle

<orms for

)lassroom

managementtas3s.

)%e!tie 2F

#fter

completing the

lesson0 the

learner will

identify0 create

and implement

the 'oogle

<orm tool to

manage student

information.

2A. iscuss

the impact of a

web based

storage tool for

student

information

driven by

student and

parent input of

1. tudents will

participate in

brainstorming

ideas within a

discussion board

focusing on uses of

a google form in

their classroom

management of

data.

articipate in a

discussion thread.

7ach person must

answer one idea

for themselves0

then agree0 add0 or

build from

another+s idea

within the

discussion board.

tudents should

post for their ideas

for electronic filing

system0 then

respond to another

classmate+s ideas.

:oc3 the discussion

until the learner

posts their method.

tudents can join a

synchronous chat via

)ollaborate or #dobe

)onnect.

tudents can

asynchronously join

using a goggle doc to

load ideas into a

collaborative document.

tudents canasynchronously complete

answers to a form. ata

will be collected and

shared with classmates.



data.

Less"n 3&

Imlement

a G""#le

F"rm an'

C"lle!t

Data (r"m

Learners

:earners will

determine the

basic

functionality of

the google

form.

:earners will

create a google

form that best

suits the need

of the learner+s

class

environment.

)%e!tie 2&

#fter

completing the

lesson0 the

learner willidentify0 create

and implement

the 'oogle

<orm tool to

manage student

information.

28. dentify

uses of the

'oogle <orm

tool within the

classroom for

other types of

non-

managementtas3s

a" roject

sign up

b" Betest

date

registratio

n

c" arental

permissio

n slips

2C. )reate and

implement the

use of a'oogle <orm

to collect data

for classroom

management.

5sing the provided

step by step

process for

creating a google

form0 create a form

that can used to

collect set data

points.

1. )reate a 'oogle

<orm that will be

used within the

classroom for

collection and

management of

data.

2. hare the form

with a classmates

via the discussion

board.

%. #nalyze the

data of the

resultant

spreadsheet.

:earners will

participate in a

discussion board

within the course

:6 to brainstorm

asynchronously"

ideas for uses of the

'oogle <orm for

data collection.

5sing a discussion

thread0 post the lin3

to both the form

and the resultant

spreadsheet. #llow

class participants to

access and fill in

the form so data is

collected. 7achlearner must

participate in %

form completions.

tudents will

receive full credit if

all elements of the

form are completed

such asF

1. #ppearance

2. )reate 8uestions

based on the data

points re8uired

%. dentified

8uestion types usedin each form based

on data points

4. #bility to share

form with others.

$. #bility to share

the resultant

spreadsheet with

others.

1. :earners may choose

to use a 'oogle

preadsheet to

collaborate

asynchronously or

synchronously" ideas for

uses of the 'oogle form.

2. :earners may use

'oogle 'roups to

participate in the

brainstorming activity.

%. :earners may share

their completed form and

share lin3 with the

instructor by pasting

within a word document

and uploading to a

dropbox.

4. :earners may share ascreen capture using

screen-cast-omatic or

the li3e" to explain how

to create and share a

google form.

Less"n 4&

<"w t"

!reate

:earners will

identify the

need for

1. 7nd product file

storage

tudents are able

to research articles

of interest

:earners will

participate in a

discussion board as

:earners will present

their organization

method using 'oogle



"r#ani=ati

"n rles

an'

imlement

an "nline

'"!ment

st"ra#e

system

within

G""#le

D"!s.

organization

within the

online

environment to

increase

student

success.

5sing the

provided

scenario of

assigned wor30

students will

create a system

of organizing

the wor3

electronically

within the

google drive

system

)%e!tie 3&

#fter

completing the

lesson0 the

learner will

demonstrate

how to create a

logical system

to organize

student wor3

by unit then

tas3 in the

'oogle rive

tool.3A. iscuss

the impact of a

web based

storage tool for

student wor3

38. escribe

the relationship

between

classwor3

organization

and student

success

3C.

emonstrate

how to share

student wor3

for a

collaborative

wor3

environment

3D.

emonstrate

2. :evels of

organization

evidenced in the

created storage

system.

%. haring of

master file and all

files within the

system

correlating student

organization to

student success.

tudent groups

have choice in

how to submit

their

organizational

system based on a

scenario given by

the instructor.

part of an article

response. #ll

articles will be

documented within

the post.

:earners will be

divided into

collaborative teams

to devise an

organizational

structure within

google drive based

on an instructor

issued scenario.

)ollaborative teams

will share their

organizational

system via the

dropbox orscreencast-o-matic.

rive via the dropbox0 a

shared 'oogle ocument

or a screencast.

tudents may choose to

create a storage system

that wor3s for their

classroom without

collaboration. The end

result should be recorded

with a screenshot pasted

to a word document and

placed in the dropbox.



how to share

student wor3

for evaluation

by the

instructor.

Less"n /&

I'enti(y

the Tyes

an' Create

a >"r'

$r"!essin#

D"!ment

within

G""#le

Drie

:earners will

identify and

create word

processing

documents

within the

'oogle rive

tools.

)%e!tie 4&

#fter

completing the

lesson0 the

learner will

demonstrate

how to create#E upload a

variety of

document

types 4A.

emonstrate

how to create a

spreadsheet

within the

'oogle tool

48.

emonstrate

how to create a

presentation

within the'oogle tool

4C.

emonstrate

how to upload

and modify a

document

when created

with another

word

processing tool

such as the

6icrosoft

(ffice tools

5sing basic

provided

information0 create

the following

within the 'oogle

rive tools.

-word processing

documents"

-spreadsheet

-presentation

7nd product of

each type

document0

spreadsheet0 and

presentation" of

document created

within the 'oogle

rive

&ased on identified

interest0 learners

will be placed in

collaborative

groups to create

several documents

within 'oogle

rive.

hare the lin3 of

each of the created

documents within a

discussion board.

The share lin3s will

be placed on aword document and

place the document

within the dropbox.

To receive full

credit0 one

document of each

type should be

placed in the

dropbox. 7ach

successfully created

document is 19% of

the credit for this

assessment.

'oogle 'roups

presentation post.

Less"n 1& An Intr"'!ti"n t" the ;ses ("r +e!i(i! T""ls within G""#le Drie

(bjective 1F dentify the basic tools within the 'oogle rive tool ban3.

1#F iscuss a system for course file organization within 'oogle rive.



1&F dentify uses of forms for course and class management.

1)F dentify0 create and upload different types of presentation documents and describe ideas for

classroom implementation

Assessment& tudents will participate in a discussion board discussing how the 'oogle suite of

tools can enhance classroom management0 assist students with wor3 submission and organizationas well as enhance course material storage and delivery. # sample discussion board is listed

below. Eote0 the discussion thread contains a graphic and a hyperlin3 to an article of google

basics.

To receive full credit0 the learner must answer for independently first0 then the learner can

respond to a minimum of one post. iscussion post rubrics might loo3 li3e thisF

ndicator G points 1 point 2 points

ndividual post Eo post ost does not add to

the continuation of

the discussion.

ost enhances the

discussion.

Besponse to others Eo post to others Besponse does not

meet minimum

responses or response

is not reflective of theinitial post.

Besponse shows

careful analysis and

reflection of the

initial post.

ue date ost is late and does

not allow for

response

ost allows for

minimal responses

ost is early and

allows for multiple

responses

)onnections Eo connection is

made to the content

:imited connection is

made to the presented

material. :ac3ing in

Eew ideas or

connections are

made. epth of



depth of 3nowldge 3nowledge or

multiple detail is

evident.

'rammar9 spelling (bvious grammatical

or spelling errors that

distract from thecontent of the post.

<ew grammatical or

spelling errors that do

not distract from thecontent of the post.

Eo obvious

grammatical or

spelling errors.

Total JJJJJJJ9 1G points

;DL rin!ile& The learner is allowed to submit in a variety of waysK differentiation is through

the multiple means of expression. :earners may submit a screencast lin3 within a dropbox0 or

send a share lin3 of a google document. This google document or screencast can be shared

within the discussion board as well. ?igh functioning learners may choose to create a pow-toon

or other presentation using another free web 2.G tool.

Besponses may include managing instructional materials0 documents or presentations.#dditional responses might include management of registrations and data.

Less"n 2& I'enti(y ;ses "( F"rms in G""#le Drie

(bjective 2F #fter completing the lesson0 the learner will identify0 create and implement the

'oogle <orm tool to manage student information.

2#. iscuss the impact of a web based storage tool for student information driven by student and

parent input of data.

Assessment& <or this assessment demonstration will choose to complete a differentiated

assessment. n this assessment0 students are given a lin3 to a 'oogle ocument. *ithin this

document0 learners are as3ed to list their ideas for using tools within 'oogle rive. (nce ideas

are listed0 students are as3ed to ran3 their li3elihood that they will use the idea in the future. 1 is

highly unli3ely0 $ is highly li3ely.



tudent data can be analyzed and used to drive instruction. f the class is more comfortable with

one topic0 you can spend more time on a different lesson. )ollaboration on technology tools

among peers leads to further implementation of the tools.

;DL $rin!ile& The learner is allowed to submit in a variety of waysK differentiation is through

the multiple means of expression. :earners may submit a screencast lin3 within a dropbox0 or

send a share lin3 of a google document as shown above. # discussion board with the rubric

listed above is an easy and effective asynchronous method of submission. This google document



or screencast can be shared within the discussion board as well. <or synchronous

communication of ideas0 students can enter a )ollaborate chat room. tudents can be divided

into brea3out rooms for large groups. This allows for all participants to share ideas.

Besponses will vary based on individual classroom structure as well as comfort levels of thelearner.

Less"n 3& Imlement a G""#le F"rm an' C"lle!t Data (r"m Learners



2&. dentify uses of the 'oogle <orm tool within the classroom for other types of non-

management tas3s

a" roject sign up

b" Betest date registration

c" arental permission slips

2). )reate and implement the use of a 'oogle <orm to collect data for classroom management

Assessment& <or this assessment0 the student will create a form based on classroom need or

scenario. The student should include several items. <or full credit0 the student must choose a

theme0 use different types of 8uestions0 determine which 8uestions are mandatory L"0 and

demonstrate the ability to share the form.



&y pressing view live form0 you can chec3 the appearance of your form.



f changes should be made0 you can clic3 edit this form to return to the original form. Aou may

share this form via email0 lin3 or embed code with the classmates.


the multiple means of expression. :earners may submit a screencast lin3 within a dropbox

showing the steps for creating the form. This lin3 can be shared in the dropbox area. <or full

credit0 the student must choose a theme0 use different types of 8uestions0 determine which

8uestions are mandatory L"0 and demonstrate the ability to share the form.

Besponses will vary based on individual classroom structure as well as comfort levels of the

learner.



Less"n 4& <"w t" !reate "r#ani=ati"n rles an' imlement an "nline '"!ment st"ra#e

system within G""#le D"!s.

(bjective %F #fter completing the lesson0 the learner will demonstrate how to create a logical

system to organize student wor3 by unit then tas3 in the 'oogle rive tool.

%#. iscuss the impact of a web based storage tool for student wor3

%&. escribe the relationship between classwor3 organization and student success

%). emonstrate how to share student wor3 for a collaborative wor3 environment

%. emonstrate how to share student wor3 for evaluation by the instructor.

Assessment& <or this assessment demonstration will demonstrate an example of the end result

of a storage system. Aou will notice the levels of organization based on the needs of the

secondary audience the supposition is that the primary audience is teaching this s3ill in the

class".



Eotice the following structural components needed for a complete finished product.

1. #ll classes folders are listed under 6y drive.

2. #ll classes have unit folders nested within the class folder

%. #ll items for that unit are nested within the unit folder.4. Eotice the documents identify the owners and will identify if shared.



showing the steps for creating the organizational system. This lin3 can be shared in the dropbox

area. <or full credit0 multiple levels of organization should be shown as well as a logical

progression of the levels. &ased on the given scenario by the teacher0 different numbers of levels

will be needed.




learner.

Less"n /& I'enti(y the Tyes an' Create a >"r' $r"!essin# D"!ment within G""#le Drie

(bjective 4F #fter completing the lesson0 the learner will demonstrate how to create #E upload

a variety of document types 4#. emonstrate how to create a spreadsheet within the 'oogle tool

4&. emonstrate how to create a presentation within the 'oogle tool

4). emonstrate how to upload and modify a document when created with another word

processing tool such as the 6icrosoft (ffice tools

Assessment& <or this assignment students are to create a presentation within google forms.tudents can wor3 in collaborative teams. <or full credit0 students must complete a brief

presentation on a topic of their choice with a minimum of % slides0 free of grammatical errors.

#ll presentations should have a theme0 title0 at least one inserted item and modified transition.

Aou can view the presentation by using the present button and share by lin30 email or embed

code.





showing the steps for creating the presentation. This lin3 can be shared in the dropbox area.


learner.

$art 5I& C"ntent +e?en!in# an' Instr!ti"nal +trate#ies

Instr!ti"nal +e?en!e

+e?en!

e

Des!riti"n )%e!tie

1 dentify the tools available within the google tool ban3 for course

or ganization0 management and presentation implementation.

1

2 iscuss when to use a google form within the classroom for

management and data collection.

2



% )reate a google form tool for course management purposes. 2

4 iscuss and implement a sample document storage system within

the 'oogle rive Tool.

%

$ iscuss and create presentation documents such as word

processing0 spreadsheet and presentation slides within the 'oogle

rive tool.

4

This se8uence uses several tools within the course learning management platform such as the

discussion board and the dropbox as well as external tools within the 'oogle rive platform to

show mastery of the creation of documents0 forms0 spreadsheets and presentations. :earners will

identify alternative uses for the tools and decide independently the tools to be used most often in

their classrooms.

Less"n 1& An Intr"'!ti"n t" the ;ses ("r +e!i(i! T""ls within G""#le

(bjective 1F dentify the basic tools within the 'oogle rive tool ban3.

(bjective 1#F The learner will describe a system for course file organization within

'oogle rive.

(bjective 1&F The learner will identify uses of forms for course and class management.

(bjective 1)F The learner will identify types of presentation documents and suggest ideas

for classroom implementation.

nitial resentationF rovide an example of student wor3 stored within the 'oogle rive tool via

screencast. *ithin a google document0 invite learners to participate in a listing of how three

components of 'oogle tools forms0 file storage and presentation documents" might be used

within their class or learning environment. They will use the collaborative tool to add to the listsin an asynchronous fashion.

'enerative trategiesF n a discussion board within the )ourse :earning 6anagement latform0

direct a dialog that identifies specific uses for each of the identified tools. :earners will give an

example of how a tool might be used in the management of their class0 how to create a personal

file storage system or how to direct students to organize their documents and how to help choose

which presentation tool to use as part of a student learning experience.

#lternative 'enerative trategyF 7ach learner could submit a word document listing their

specific strategy for use of the chosen tools. The alternative generative strategy is not

optimal as learners ta3e ideas from a free exchange of ideas within the discussion board

for use in their own learning environment"

#lternative 'enerative trategyF tudents can present their ideas for uses of the 'oogle

rives tools within a prezi0 pow toon or screencast. The lin3 to their presentation should

be posted within the initial discussion board.



Less"n 2& I'enti(y ;ses "( F"rms in G""#le Drie



2#. iscuss the impact of an internet storage tool for student information

2&. iscuss the impact of student and parent input driven data

nitial resentationF @iew the ?idden 'em 'oogle <orm httpF99www.youtube.com9watchH

vMwwfD2lw:@A"

'enerative <ormF ivide the class into groups of $ learners. :eaner groups will participate in a

discussion board within the :6. :earners will brainstorm ideas of when to use a google form

within the classroom for management and data collection.

• #lternate 'enerative trategyF 5se a 'oogle preadsheet or doc for collaboration.

• #lternate 'enerative trategyF 5se 'oogle 'roups for collaboration.

Less"n 3& Imlement a G""#le F"rm an' C"lle!t Data (r"m Learners



2). :ist the technological advantages of housing student contact data in a web basedapplication

2. escribe uses of the 'oogle <orm tool within the classroom for other types of non-

management tas3s

d" roject sign upe" Betest date registration

f" arental permission slips

nitial resentationF end a form to all learners. <ields should include the followingF

• :ast name Text ,uestion"

•<irst name Text ,uestion"

• Type of form that the learner will li3ely use in their learning environment select all

8uestion"

• dea for using the form tool in their learning environment for classroom management

:ong #nswer ,uestion"

• *hat is your favorite past time 6ultiple )hoice ,uestion"

http://www.youtube.com/watch?v=wwf72lwPLVY






'enerative trategyF :earners will create a form to use in their learning environment directly

related to data that is generally collected by returning a paper form to the teacher. This form will

be posted to the discussion board to be utilized by classmates.

Less"n 4& <"w t" !reate "r#ani=ati"n rles an' imlement an "nline '"!ment st"ra#e

system within G""#le D"!s.

(bjective %F #fter completing the lesson0 the learner will demonstrate how to create a logical

system to organize student wor3 by unit then tas3 in the 'oogle rive tool.

2#. iscuss the impact of a web based storage tool for student wor3

2&. escribe the relationship between classwor3 organization and student success

2). emonstrate how to share student wor3 for a collaborative wor3 environment

2. emonstrate how to share student wor3 for evaluation

nitial resentationF :earners will perform an article search regarding student organizational

strategies and s3ills.

• ample articles to be used as introduction reading material includeF

o httpF99www.additudemag.com9adhd9article9;!$;.html

o httpF99www.pbisworld.com9tier-29organizational-tools9

o httpF99eric.ed.gov9HidM7$G1%12

'enerative trategyF &rea3 the students into group of two. 7ach group should identify the 3ey

categories needed within the online organization system for their course. :earners should

identify types of documents that will be stored in the online system. :earners should determine

how often to update the online storage system.

• 7xampleF <or an online student0 it is recommended a folders titled with each course.

<urther each course will have folders with each unit name. *ithin each unit folder0 each

item will contain a specific naming convention corresponding to the assignment or lesson

title.

tudents will place the outline of their course organizational system into the dropbox within the

:6.

#lternative strategyF ?ave the learner groups present their strategy using a screencast of

their 'oogle rive account. ost the screencast within the dropbox.#lternative trategyF ?ave the learner groups post their organization method via 'oogle

doc. ost the shared lin3 within the dropbox.

Less"n /& I'enti(y the Tyes an' Create a >"r' $r"!essin# D"!ment within G""#le Drie

http://www.additudemag.com/adhd/article/8958.html

http://www.pbisworld.com/tier-2/organizational-tools/

http://eric.ed.gov/?id=ED501312

http://www.additudemag.com/adhd/article/8958.html

http://www.pbisworld.com/tier-2/organizational-tools/

http://eric.ed.gov/?id=ED501312



(bjective 4F #fter completing the lesson0 the learner will demonstrate how to create presentation

documents within the 'oogle rive tool.

4#. emonstrate how to create a spreadsheet within the 'oogle tool

4&. emonstrate how to create a presentation within the 'oogle tool

4). emonstrate how to upload and modify a document when created with another word processing tool such as the 6icrosoft (ffice tools

nitial trategyF :earners will view a screencast on the google word processing documents within

'oogle rive. :earners will identify what type of document they use most in their classroom

practice.

'enerative trategyF :earners will be paired according to areas of interest based on their

response to the google form. :earners will create a document0 a spreadsheet and presentation

within their 'oogle rive. :earners will share their presentation with the students within the

class through the 'oogle 'roups section. The instructor will provide access to the 'oogle

'roups site.

Re(eren!es&

0(ctive and Generative Teaching.0 Active and Generative Teaching. 1.p. n.d.

2eb. 34 Dec. 5346.

(rditi (ries ,hD. 0'7ective !olor !ontrast.0 Lighthouse International -.

Lighthouse &nternational 5346. 2eb. 5$ 1ov. 5346.

0,rinciple &&. ,rovide 8ultiple 8eans of (ction and '-pression 9 1ational

!enter On :niversal Design for Learning.0 Principle II. Provide Multiple

Means of Action and Expression | National enter !n "niversal #esign

for Learning. 1.p. n.d. 2eb. 34 Dec. 5346.

02hat &s &nstructional Design; 9 &nstructional Design !entral.0 $hat Is

Instructional #esign% | Instructional #esign entral. &nstuctional Design

!entral n.d. 2eb. 34 Dec. 5346.

$art 5II& Desi#n "( Instr!ti"n

Instr!ti"nal Desi#n D"!mentati"n& Desi#n "( Instr!ti"n



Instr!ti"nal

+trate#ies

)%e!ties ;DL

Less"n 1&

An Intr"'!ti"n t"

the ;ses ("r

+e!i(i! T""lswithin G""#le

Drie

This lesson will

introduce the tools

available within

'oogle rive.

)%e!tie 1& dentify

the basic tools within

the 'oogle rive tool

ban3.1AF iscuss a system

for course file

organization within

'oogle rive.

18F dentify uses of

forms for course and

class management.

1CF dentify0 create and

upload different types

of presentationdocuments and describe

ideas for classroom

implementation.

:earners will be given a choice

how to participate in generating

and sharing uses for the 'oogle

rive Tools. (ptions includeasynchronous discussion0

independent submission or onli

tool presentation.

Less"n 2& I'enti(y

;ses "( F"rms in

G""#le Drie

:earners will

determine multiple

uses for collection

of data via 'oogle

<orms.

:earners will

determine uses of

'oogle <orms for

)lassroom

management tas3s

)%e!tie 2F #fter

completing the lesson0

the learner will identify0

create and implement

the 'oogle <orm tool to

manage student

information.

2A. iscuss the impact

of a web based storage

tool for student

information driven by

student and parent input

of data.

:earners have choice in the

participation mode for the

brainstorming activity within th

group.

1. :earners will participat

a discussion board with

the course :6 to

brainstormasynchronously" ideas

uses of the 'oogle <orm

for data collection.2. :earners may choose to

use a 'oogle preadshe

to collaborateasynchronously or

synchronously" ideas fo

uses of the 'oogle form

%. :earners may use 'oog

'roups to participate in brainstorming activity

Less"n 3&

Imlement a

G""#le F"rm an'

C"lle!t Data (r"m

Learners

:earners will

determine the basic

functionality of the

google form.

:earners will create

)%e!tie 2& #fter


the learner will identify0

create and implement

the 'oogle <orm tool to

:earners will be given free cho

when as3ed to create a 'oogle

form that best fits the data they

regularly collect and manage

within their own class



a google form that

best suits the need

of the learner+s class

environment.

manage student

information.

28. dentify uses of the

'oogle <orm tool

within the classroom for

other types of non-management tas3s

d" roject sign up

e" Betest date

registration

f" arental permission

slips

2C. )reate and

implement the use of a

'oogle <orm to collect

data for classroom

management.

environment. The share lin3

created by the individual learne

will be posted within the

discussion board.

Less"n 4& <"w t"

!reate "r#ani=ati"n

rles an'

imlement an

"nline '"!ment

st"ra#e system

within G""#le D"!s.

:earners will

identify the need for

organization within

the online

environment to

increase student

success.

)%e!tie 3& #fter


the learner will

demonstrate how to

create a logical system

to organize student

wor3 by unit then tas3

in the 'oogle rive

tool.

3A. iscuss the impact

of a web based storage

tool for student wor3

38. escribe the

relationship between

classwor3 organization

and student success

3C. emonstrate how

to share student wor3for a collaborative wor3

environment

3D. emonstrate how

to share student wor3

for evaluation by the

instructor.

tudents are able to research

articles of interest correlating

student organization to student

success.

tudent groups have choice in h

to submit their organizational

system.



Less"n /& I'enti(y

the Tyes an'

Create a >"r'

$r"!essin#

D"!ment within

G""#le Drie

:earners will

identify and create

word processing

documents within

the 'oogle rive

tools.

)%e!tie 4& #fter


the learner will

demonstrate how to

create #E upload a

variety of documenttypes 4A. emonstrate

how to create a

spreadsheet within the

'oogle tool

48. emonstrate how to

create a presentation

within the 'oogle tool

4C. emonstrate how

to upload and modify a

document when createdwith another word

processing tool such as

the 6icrosoft (ffice

tools

&ased on identified interest0

learners will be placed in

collaborative groups to create

several documents within 'oog

rive.

$art 5III& F"rmatie *alati"n $lan

This evaluation will be created as a google form and delivered to the participants from the staff

development. The form E(T be set to collect email addresses so learners can give honest and

anonymous feedbac3. The form will be used as the last assessment or tic3et out the door to

conclude the course. The results will be compiled in a 'oogle spreadsheet. ata will be

evaluated and the results will be delivered to the course instructor0 course developer and staff

development manager. #dditionally0 the subject matter expert will be given a survey to evaluate

the development of the course content and delivery.

Ti!et "t the '""r N*hile many of the 8uestions below are in a chart for ease of a word

document0 all 8uestions will be listed in a google form for ease of delivery to the participants.O

Learner +rey esti"ns&

At the !"n!lsi"n "( this !"rse

lease ran y"r !"rse

+tr"n#l

y A#ree

A#ree @either

a#ree

Disa#ree +tr"n#ly

Disa#ree



e6erien!es.

+!ale esti"n within G""#le

("rms / 4

n"r

'isa#ree

3 2 1

1. The course was easy to access.

2. The course expectations were

clearly defined as tas3 results wereclearly outlined and explained.

%. The provided instructions were

easy to follow in a step-by-step

fashion.

4. 'raphics were instrumental to

completion of the tas3s.

$. The overall content of this

course holds value to my daily

practice of delivering instruction in

my classroom.C. The overall content of this

course holds value to my class and

student data management.

D. will use 'oogle documents to

deliver instruction in the future.

;. will use 'oogle a google

spreadsheet to house data relating

to classroom management in the

future.

!. will use 'oogle presentation to

deliver course instruction in the

future.

1G. will use 'oogle presentation

as a method for students to submit

assignments in the future.

11. will use 'oogle forms to

collect data in my classroom in the

future.

12. will assist my students in

wor3 organization habits by

teaching the 'oogle rivedocument storage techni8ues in the

future.

1%. The instructor was available to

answer 8uestions regarding the tas3

to be completed.

14. The instructor placed the

learner at ease when as3ing



8uestions.

1$. The instructor was timely in

response to email correspondence

1C. The instructor was timely in

response to phone correspondence.

1D. The instructor was3nowledgeable of the :6

technology.

1;. The instructor was

3nowledgeable of the content tas3s

re8uired.

1!. The instructor was timely in

returning submitted assignments

with feedbac3

2G. The instructor provided

valuable feedbac3 forimprovement.

21. 5se of technology resources

enhance student learning.

22. rior to this course0 had an

expansive 3nowledge of the

'oogle rive suite of tools.

2%. Naragraph ,uestionO escribe how you will use 'oogle rive in your classroom

management systems in the future.

24. Naragraph ,uestionO escribe how you will teach 'oogle rive in your classroom to store

student created e-documents9spreadsheets9presentations into classroom organizational processes

in the future.

2$. Naragraph ,uestionO escribe how you will use 'oogle rive in your classroom to store

teacher created e-documents9spreadsheets9presentations into classroom presentation or

instruction processes in the future.

In the (tre, "n a s!ale "( 1:/

where 1 is n"t 5*R liely an' /is 5*R liely, lease ran y"r

h"w liely y" are t" se G""#le

Drie t""ls ("r the ("ll"win#&


("rms

5ery

Liely

/

Liely

4

@either

lielyn"r

nliely

3

nliely

2

5ery

;nliely

1



2C. lanning for instruction

2D. elf-(rganization

2;. (rganization of student data

2!. (rganization of course

instructional materials

%G. (rganization of student wor3assisting students in organization

of student wor3"

%1. #llowing students to select how

to submit assignments wor3

differentiation"

%2. #llowing students to register

for help9 tutoring sessions

%%. #llowing students to register

for volunteer sessions

%4. #llowing students to schedule

advisement appointments

%$. #llowing students to schedule

testing appointments

%C. #llowing parents to schedule

conferences

%D. #ssist with parent

communication documentation

%;. &ased on your participation in

this course0 would you recommend

this course to other teachers

entering the online teachingenvironmentH

%!. Nparagraph 8uestionO &ased on your participation in this course0 provide suggestions for

improvement for instructor.

4G. Nparagraph 8uestionO &ased on your participation in this course0 provide feedbac3 for what

you enjoyed or appreciated regarding your interaction with this instructor.

The 67s will be the staff development chair as well as the supplemental course coordinator.

7valuation of the lessons will be returned to the instructional designer. will deliver the results

to the learner survey to the staff development chair and supplemental course coordinator for



decisions on inclusion in the future course offerings to the adjunct staff. will ma3e adjustments

to the instructional design based on the feedbac3 from the 67.

+-* +rey

At the !"n!lsi"n "( this !"rse'eel"ment, r"i'e y"r

(ee')a! t" the 'eel"ment

in'i!at"rs.


("rms

+tr"n#ly A#ree

/

A#ree

4

@eithera#ree

n"r

'isa#ree

3

Disa#ree

2

+tr"n#lyDisa#ree

1

1. nstructional designer was

receptive to feedbac3.

2. nstructional designer was

responsive to re8uested changes

with the instructional design.%. nstructional designer provided

instructional materials appropriate

to the technical level of the primary

audience

4. nstructional designer provided

materials in a variety of media and

formats

$. nstructional designer provided

information and resources that are

well researched and fact chec3ed.

C. nstructional designer providedmultiple tools for evaluation of

tas3s or concepts.

D. nstructional designer provided

opportunity for differentiation in

content delivery.

;. nstructional designer provided

opportunity for differentiation in

assessment.

!. nstructional designer provided

opportunities for peercollaboration.

1G. nstructional designer provided

instruction that aligns with the

terminal goal for each lesson.

11. nstructional designer

integrated technology into all areas

of instruction.



11. nstructional designer provided

an opportunity for feedbac3

regarding the design from the

learner.

12. nstructional design of this

course is engaging.

1%. Nparagraph 8uestionO :ist any changes to the course structure that needs to be made

before the course is offered in the future.

14. Nparagraph 8uestionO :ist any changes to the course content that needs to be made before

the course is offered in the future.

1$. Nparagraph 8uestionO :ist any potential issues with ease of use for the learner.

FRIT 7231 Key Assessment Final Project GrayC

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