Key Assessment Part 1: Identification of Learning Problem

General Audience:
The intended audience is comprised of certified teachers of all ages and experience levels that
teach Language Arts within Grovetown Middle School. The intended audience provides direct
educational instruction to grades 6-8. The student age range varies from 10-16 years old.
Currently, there are 9 Language Arts teachers out of 48 certified teachers. They will be the first to
receive training. Other teachers certified in Special Education that may also be involved in the
Language Arts classroom will be trained in subsequent sessions.
Problem Identification:
Columbia County Schools have adopted the policy of BYOT or Bring Your Own Technology.
This program was initiated in the 2012-2013 school year. Additional technology was not
provided by the county with the implementation of this program. Teachers are expected to use
existing desktop computers, iPad carts, and student provided technology to promote the use of
technology within the classroom. However, Wi-Fi was only provided to area high schools.
Middle and elementary schools are in the process of raising money to provide Wi-Fi for students
for educational purposes. Students bringing technology for use within the classroom must use
personal data plans.
Currently, technology materials are scarce due to lack of funds from a county perspective as well
as families of all students. Grovetown Middles Parent-Teacher Organization (PTO) is working
to raise funds to provide wireless access school-wide. In the past two years, Grovetown Middle
has also added to the iPads that are available for teacher check out. Two years ago, teachers only
had access to one cart containing 22 iPads. At the conclusion of the 2013-2014 school year,
teachers had access to three carts; each containing 22 iPads apiece. It is the intent of the
technology department at Grovetown Middle to continue to increase the number of devices
available for teacher check-out.
Training of specific ways to use technology within the classroom has been done. However,
many teachers did not find the training relevant at the time due to lack of resources in the
classroom. Teachers are currently evaluated using TKES or Teacher Keys Effectiveness System.

Through this measurement, teachers are evaluated on the effective use of appropriate
instructional technology to enhance student learning. As BYOT moves out of its infancy stage,
retraining of technology uses in the Language Arts classroom must be done in order to prepare
teachers to meet the TKES requirements. Training must focus on specific ways technology can
be used to improve writing and increase literacy in a literary and informational setting. Special
attention needs to be paid to ways teachers can use technology in a classroom where all students
do not have access to a device and where Wi-Fi may not be available. Direct instruction must be
provided using specific sample technology scenarios that apply to Language Arts teacher
teaching grades 6-8.
Instructional Goals:

Users will be able to identify how blogs can be integrated into the school setting in order
to increase literary and informational literacy and overall quality of writing addressed

through the Common Core Standards.

Users will evaluate sample technology scenarios provided by instructor to determine
effectiveness for personal classroom use. Using these as a guide, users will then produce
scenarios for their own Language Arts classroom, displaying how blogs could be used

with their current Common Core Standards and grade level units.
Users will practice modifying personal scenarios for instances when all students might

not have access to Wi-Fi or a personal electronic device.

Users will be able to use Live Binders for collaboration within each grade level,
specifically with the intent of sharing lessons utilizing technology.
Key Assessment Part II: Learner Analysis

Introduction
The targeted group of learners are 6-8th grade language arts teachers at Grovetown Middle
School in Grovetown, Georgia. This group of 9 teachers ranges in ages from 28-62. The most
common age is mid-30s. There are 7 women and 2 men. All teachers in the targeted group are
Caucasian. 7 of the teachers have taught at Grovetown Middle School for 5 years or more. 2 of
the teachers have taught at Grovetown Middle for 3 or less years. All of the teachers have taught
language arts for 4 or more years in a row. Teacher interviews were conducted to determine

years of experience and level of education. Although the countys policy of Bring Your Own
Technology has been in effect for one year, few of the teachers utilize personal devices of
students or the iPad cart within the classroom. Many teachers feel comfortable using the
classroom technology for instructional purposes such as watching videos streamed through the
projector, using the Smartboard for daily warm-ups, or accessing links via the internet.
However, many of the teachers feel confused on how to incorporate student technology into their
language arts lessons.
Entry characteristics
Prerequisite skills and Prior Knowledge

All are able to log onto computer

Most knowledgeable with using a Smartboard
Some have received training in iPad use
Very few use technology such as phones or iPads for instructional purposes
Most access online videos for classroom viewing
None use social media or blogs for communication with students
All use school website to share links, resources, and information with students and

parents
Must have existing Live Binder account for Grade/Content (Only 1 account needed)

This information was gained through teacher interviews and questionnaires.

Common errors made by novice learners:

Not using student technology because all students do not have their own device
Consider teacher-led technology use more beneficial than student-led use
Allowing students to use technology, but not monitoring work being done
Not set up classroom expectations for technology use
Not relay to parents the importance of using technology within the classroom

Potential Misconceptions:

Utilizing technology in the classroom is time consuming and difficult

Resources are not available for technology use in the language arts classroom
Students do not have the skill set to utilize implemented technology resources in the
classroom

Attitudes towards Content & Academic Motivation

The majority of targeted teachers understand the importance of utilizing technology within the
classroom; however they do not understand how to do so. With the push of Bring Your Own
Technology and STEM (Science, Technology, Engineering, and Math) in the county, the teachers
are motivated to learn methods within the language arts setting, such as blogs. Teachers are
knowledgeable in their computer skills but lack knowledge of the types of resources available to
them. Information was gathered through teacher surveys and interviews.
Educational Ability Levels
The teacher experience range is 4 years to 29 years. The average number of years of teaching
experience amongst the 9 teachers is 10 years. 2 teachers have Bachelors, 2 have a Masters, 2
have a Specialist, and 1 has a Doctorate in Education. All have received training on school
webpage navigation and feel comfortable with general application of technology within the
classroom. Information was gathered through teacher surveys and interviews.
General Learning Preferences
The targeted group of teachers expressed interest in learning uses for technology within the
language arts classroom through hands-on applications. They would like to receive training that
involves trying resources after the instructor has modeled it. They would also like to receive or
develop working lesson plans for the classroom. They would like to collaborate with other
language arts teachers within their grade level to develop unique lesson plans that incorporate
technology after they have previewed samples. Information was gathered through teacher
surveys and interviews.
Attitude Towards Content and Academic Motivation:
The majority of the targeted teachers understand the need and importance for implementing
technology within the classroom. While they are enthusiastic about learning new technology
resources, they are apprehensive about the implementation. They have doubts that the types of
technology being implemented will deliver the same academic content as traditional methods of
delivery within the language arts classroom. Information was gathered through teacher surveys
and interviews.

Key Assessment Part III Task Analysis

This task analysis is both topical and procedural. While most of the learning should be
procedural, a comprehensive outline of how to create a class blog using Class Chatter was
created. To complete this outline, I set up my own personal Class Chatter. While completing
each step of the set-up, I was also filling in my Task Analysis Outline to ensure all areas of set-up
were addressed. This process actually helped determine which educational blog site was most
appropriate. Through my personal use, I was able to see the sustainability of using it within a
classroom much like mine. To this procedural outline, I also added my topic analysis. Some
essential skills and knowledge was needed prior to creating a personal blog for the classroom.
The skills and knowledge needed included the basic definition of a blog, its purpose, and safety
features in place that met the school district privacy standards. The topic analysis also included
the benefits of using a blog in the Language Arts classroom, addressed the opportunities
available to increase reading and writing scores through the use of a blog, and creating crosscurricular lessons. The topic analysis was mostly addressed in the beginning of the task analysis
outline in order to ensure understanding by the learner of the definition of a blog, its purpose,
and its advantages before creating one of their own. Below is the completed Task Analysis
Outline.
Task Analysis for Blogs
1. What is a blog in an academic setting?
1.1 A web log
1.2 Contains writings (posts) by teacher author
1.3 Allows for student response(s)
2. Purpose of a blog
2.1 Allows teachers to communicate a thought or topic to students
2.2 Allows students to reflect and respond on teacher posts and responses of peers
2.3 Encourages writing and reading both inside and outside of the classroom
2.4 Allows students to share their thoughts in their own time at home in a safe atmosphere
2.5 Provides more opportunities for student writing
2.6 Students receive an authentic experience with each other and their teacher

3. Is blogging safe?
3.1 Parents sign network release form at beginning of year
3.2 Personal student information is not used to establish blog
3.2.1 Teachers assign a username and password
3.3 Teachers turn off the password function, making it impossible for students to change
Passwords
3.5 Teacher password required to post
3.5 Teachers are able to delete inappropriate posts
4. Set up a blog account on Class Chatter
4.1 Using Google Chrome, go to http://www.classchatter.com/
4.2 Click sign up from the menu at the top of the screen
4.2.1 Proceed to click on Sign Up Now button on lower right side of screen
4.2.2 Click I Agree To The Above Terms underneath Terms of Agreement
4.2.3 Fill out name and zip code (zip code is the school zip) and click Next Step
4.2.4 Fill out Teacher Email, Teacher Name, Username, Password and click Next Step
4.2.5 Fill in information for first class only - Login, Title, and password, click Finish
Registration
4.2.5.1 This page will be for teacher and student use choose appropriate logins and
Passwords
5. Setting Up Other Classes
5.1 Sign in using your new username and password by clicking on Teacher Log-In on left
navigation menu
5.2 Click Create New Class on left navigation menu
5.2.1 Add information for second class, click submit
5.2.2 Add information for third class, click submit
5.2.3 Add information for fourth class, click submit
5.2.3.1 Add additional classes if needed
5.3 To add students, click Choose a Class from drop down menu on left of screen and click
switch.
5.4 Click Students on left navigation menu
5.4.1 Add students one at a time
6. Adding entries to class blog
6.1 After choosing specific class, choose Assignment Blogs on left navigation menu
6.1.1 Fill out assignment title and body and click Create Assignment
6.2 To write a teacher blog post, click Teachers Blog on left men
6.2.1 Click Add Post at top of screen
6.2.2 Fill out title and body and click Add Post
7. Assignment Blog vs. Topic Blog
7.1 Assignment blogs are used for the issuing of an assignment
7.1.1 Student are not required to post anything on the blog, but rather turn in something to
class
7.2 Topic Blogs are used for the issuing of a topic that requires a student response

7.2.1 Students are only able to post a response within their own class
7.2.2 Students are not able to write their own blog unless determined by the teacher
7.2.3 Teachers may delete any post that is deemed inappropriate
8. Other Benefits of Class Chatter
8.1 Email
8.1.1 Teachers and students have ability to send emails through Class Chatter
8.2 Unique Setting Options
8.2.1 Teachers can lock passwords so that they may not be changed by students
8.2.2 Email and personal blogging may be turned off
8.2.3 Class password may be made visible to all students (not individual passwords)
8.2.4 Co-Users may be added to allow other teachers and their classes to use site
9. Sample Blog Lessons
9.1 Using instructor generated list of existing teacher blogs and instructor created evaluation
form, learner will evaluate blogs for use within personal classroom.
9.1.2 Learner will evaluate blogs for ease of use, audience, appearance, and resources
and tools available.
9.2 Learner will create a reference list of blogs to be used for consultation throughout the
course of the year.
10. Collaboratively Creating Your Own Lessons
10.1 Learner will adapt current lesson for personal use to be shared with peers
10.1.1 Learner will use a checklist to ensure created lesson contains key components
10.2 Learner will share lesson using Live Binders.
10.2.1 Learners will complete a peer evaluation sheet on lessons provided through Live
Binders.
Subject Matter Expert (SME)
I, Jennifer Barefoot will function as the SME for this instructional plan. I have a Bachelors
degree in Language Arts and Social Studies from Augusta State University. I also have a
Masters degree in Middle Grades Education. I received certification in Special Education as
well as my Gifted Endorsement. I am currently completing the add-on certification program for
School Library Media. My primary qualification to serve as SME is my position as Language
Arts teacher at my school. I have taught for 11 years, 8 of them being primarily Language Arts
instruction. I am familiar with previous and current standards being used in the Language Arts
classroom. I also understand the expectations of our county in the creation of lesson plans,
collaboration, and the integration of technology. I participated in the textbook adoption for the
county and am also aware of resources currently available for classroom use.

Start
Choose a class, add students one at a time
No

Go to

Add 2nd, 3rd, and 4th class, click submit

New User?

Create Assignment Blog

Students entered?
Yes

No

Yes

Create Teacher Blog Post

Yes

Click Sign Up Now button

End

Click I Agree To the Above Terms

Fill out user details in two screens and click Next Step both times

Click Teacher Login and enter username and password

Log In

1st Class Entered?

Key Assessment Part IV Instruction Objectives

Terminal Objective 1: To define a blog and identify its purpose within the language arts
No

classroom
Enabling Objectives:
1a: To identify a blog as a web log

Fill in information for 1st class

1b: To define a blog as a site that contains writings by teacher authors and allows for
student commentary
1c: To discuss advantages of open communication between teachers and students and students
and students that a blog provides using TodaysMeet
1d: To identify areas of strength that a blog provides: encourages writing and reading inside and
outside of the classroom, provides more opportunities for writing, and creates an authentic
experience for students
Terminal Objective 2: To identify safety features of blogging
Enabling Objectives:
2a: To discuss network release form required by school
2b: To discuss password features on Class Chatter
2c: To establish teacher control features such as the ability to delete inappropriate posts
Terminal Objective 3: To set up a blog account using Class Chatter
Enabling Objectives:
3a: To execute beginning operating procedures for establishing an account through
Class Chatter
3b: To establish first class in Class Chatter
3c: To add additional classes and students to classes
3d: To add a teacher assignment post and teacher blog post
3e: To create a blogging activity to be performed by teacher classmate

Terminal Objective 4: To evaluate existing teacher blogs and assess methods used on blogs for
effectiveness in integrating technology into the Language Arts classroom
Enabling Objectives:
4a. To seek out existing educator blogs directly linked to the Language Arts curricula that have
been previously or are currently used in an existing classroom(s) of other educator(s)
4b. To evaluate educator blogs for application within personal classroom
4c. To generate a reference list of model blogs to be used for consultation through the course of
the year
Terminal Objective 5: To produce interdisciplinary lessons that feature blogs and use available
technology within the Language Arts classroom.
Enabling Objectives:
5a. To become familiarized with standards of other content areas
5b. To view sample lesson ideas provided by instructor and determine practicality of lesson for
personal use
5c. To develop individual blog lessons to be shared with peers
Terminal Objective 6: To use online collaborative sharing sites such as Live Binders to
assemble lesson plans
Enabling Objectives:
6a. To add individual blog lessons to established grade level Live Binder account for the
purpose of viewing by colleagues
6b. To view colleagues lessons and review for personal use and for modifications

Classification of Instructional Objectives

Content
Fact
Concept
Principles
Procedural

Recall

Performance
Application
2, 2a, 2b, 2c
1, 1a, 1b

1d
4b, 5b
3, 3a, 3b, 3c, 3d, 3e, 4, 4a, 4c
5, 5a, 5c, 6a, 6b

Interpersonal
Attitude

6
1c

Relationship between Instructional Objectives and Standards:

Instructional Objectives

Common Core Georgia Performance

Standards

1, 1a, 1b, 1c, 1d, 3, 3a, 3b, 3c, 3d, 3e

AASL 1.1.8 Demonstrate mastery of technology tools

for accessing information and pursuing inquiry
2.4.3 Recognize new knowledge and
understanding.
3.3.4 Create products that apply to authentic,
real-world contexts.

2, 2a, 2b, 2c

AASL 1.3.5 Use information technology responsibly

ELACC8SL1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics and
texts, building on others ideas and expressing their own

4, 4a, 4b, 4c, 5b

clearly.
AASL 3.4.2 Assess the quality and eectiveness of the

learning product.
AASL 2.1.6 Use the writing process, media and
visual literacy, and technology skills to create products

5a, 5c

that express new understandings

AASL 2.4.3 Recognize new knowledge and

6, 6a, 6b

understanding.
AASL 2.1.5 Collaborate with others to exchange
ideas, develop new understandings, make decisions, and
solve problems.
3.1.4 Use technology and other information tools
to organize and display knowledge and und
understanding in ways that others can view, use and
assess.
4.3.1 Participate in the social exchange of ideas,
both electronically and in person

Key Assessment Part V

Lesson 1: Introducing Blogging to Middle School Students and Teachers
Objective 1: The student will define a blog and identify its purpose within the language arts
classroom
Objective 1a: The student will identify a blog as a web log
Objective 1b: The student will define a blog as a site that contains writings by teacher
authors and allows for student commentary
Objective 1c: The student will discuss advantages of open communication between
teachers and students and students and students that a blog provides using
TodaysMeet
Objective 1d: The student will identify areas of strength that a blog provides: encourages
writing and reading inside and outside of the classroom, provides more
opportunities for writing, and creates an authentic experience for students
Assessment: Learners will take an online quiz about the function of blogs using Edmodo.
UDL Principles: The quiz will be differentiated to provide multiple means of expression. Two
types of quizzes will be given. One quiz will consist of short answer questions, while the other
will be multiple-choice.
Lesson 2: Two Thumbs Up?
Objective 4: The student will evaluate existing teacher blogs and assess methods used on blogs
for effectiveness in integrating technology into the Language Arts classroom
Objective 4a: The student will seek out existing educator blogs directly linked to the
Language Arts curricula that have been previously or are currently used
in an existing classroom(s) of other educator(s)
Objective 4b: The student will evaluate educator blogs for application within personal
Classroom
Objective 4c: The student will generate a reference list of model blogs to be used for
consultation through the course of the year

Assessment: Using an evaluation form created by the instructor, Learners will evaluate existing
teacher blogs from a compiled list. Learners will also create a reference list of blogs that might
be useful at a later date.
UDL Principles: This assignment will be differentiated to provide multiple means of action and
expressions. Instructor will provide a blog that he/she has evaluated using the evaluation form
the learners are expected to use for other blogs. On suggested blog list, instructor will
summarize the features of the blogs to make narrowing down of desired blogs easier.
Lesson 3: Lets Get Ready toBLOG!
Objective 3: The student will set up a blog account using Class Chatter
Objective 3a: The student will begin operating procedures for establishing an
account through Class Chatter
Objective 3b: The student will establish first class in Class Chatter
Objective 3c: The student will add additional classes and students to classes
Objective 3d: The student will add a teacher assignment post and teacher blog
Post
Objective 3e: The student will create a blogging activity to be performed by
teacher classmate
Assessment: Learners will add instructor into one of the classes created. Instructor will respond
to blog topic and learner will be expected to respond to blog post by instructor.
UDL Principles: Instructor will provide screen shots of requested actions to aid in the ease of
establishing a blog account to address multiple means of action and expression.

Lesson 4: Safety First

Objective 2: Student will identify safety features of blogging
Objective 2a: Student will access network release form required by school
Objective 2b: Student will identify password features on Class Chatter

Objective 2c: Student will establish teacher control features such as the ability
to delete inappropriate posts
Assessment: Learners will take a quiz over the safety features available on Class Chatter using
Edmodo.
UDL Principles: The quiz will be differentiated to provide multiple means of expression. Two
types of quizzes will be given. One quiz will consist of short answer questions, while the other
will be multiple-choice.
Lesson 5: Lets Get to Work!
Objective 5: Student will produce interdisciplinary lessons that feature blogs and use available
technology within the Language Arts classroom.
Objective 5a: Student will become familiarized with standards of other content
Areas.
Objective 5b: Student will view sample lesson ideas provided by instructor and
determine practicality of lesson for personal use.
Objective 5c: Student will adapt a current lesson for personal use to be shared
with peers.
Assessment: Learner will create lessons and will be assessed through the use of a rubric.
UDL Principles: This assignment will be differentiated to provide multiple means of action and
expression. Learners will have access to a checklist ensure all needed materials have been
included. Lesson plan templates will be available for those learners that are unfamiliar or unsure
of how to complete lesson plans.

Lesson 6: Dont Hate, Collaborate

Objective 6: Student will use online collaborative sharing sites such as Live Binders to
assemble lesson plans.
Objectives 6a: Student will add individual blog lessons to established grade level

Live Binders account for the purpose of viewing by colleagues

Objective 6b: Student will view colleagues lessons and review for personal use
and for modifications.
Assessment: Learner will complete a peer evaluation sheet on lessons provided through Live
Binders. Peer evaluation sheet will be similar to evaluation sheet used for self-check in previous
lesson.
UDL Principles: This assignment provides graduated levels of support and feedback by allowing
learners to work in a collaborative community, providing suggestions, positive commentary, and
constructive criticism.
Assessment Examples
Objective 1 Assessment
Differentiated Quiz 1
Function of a Blog
Please write a short response for each of the following questions:
1.

Define a blog.
A weblog created by one individual but contributed to by many
2. How is a blog different from a wiki?
A blog is usually published by one individual although others may contribute to posts
being made. A wiki is collaboratively made or maintained by several individuals.
3. How does using a blog in the classroom positively impact teacher-student
communication?
Blogs provide a safe environment for students to share ideas and collaborate with

others.
Blogs allow student access to teacher material while at home.
Blogs help build trust between the student and teacher allowing the student to

seek help when needed.

4. How can the use of blogs positively impact instruction?
Blogs create a sense of excitement through the use of technology both in and out

of the classroom.
Blogs provides the opportunity for teachers to give immediate feedback to student
answers.

Blogs allow the teacher to use 21st century tools to enhance reading and writing,

providing an authentic experience for the students.

5. How can blogs be used to enhance writing?
Writing more frequently increases the caliber of writing being produced.
Teachers may require students to provide textual evidence from peer responses to
support their argument, much like the requirements on state tests.
The use of blogs is a simple way to get students writing every day.
6. How can blogs be used to enhance reading?
Students are reading much more without the feeling of doing school work.
Students are required to think about peer/teacher responses and reflect on them,

causing a much deeper evaluation of text.

Students employ many tested reading strategies while reading and responding to
blogs: identifying the authors purpose, identifying mood and tone, determining
bias, determining point of view, and providing textual evidence.

Differentiated Quiz 2
Please circle the answer(s) that best answers the question.
1. What is a blog?
A. A collection of articles
B. A weblog created by one individual but contributed to by many
C. A helpful app used for educational purposes
D. An internet site accessible and modifiable by many people

2.

How is a blog different from a wiki?

A. A blog requires a paid membership and a wiki does not.
B. A blog is only used in a classroom environment and a wiki is for the general public.
C. A blog is usually published by one individual although others may contribute to posts
being made. A wiki is collaboratively made or maintained by several individuals.
D. A blog is used by individuals seeking to promote their businesses and a wiki is purely
for educational purposes.

3.

How do blogs positively impact teacher-student communication?

A. Blogs provide a safe environment for students to share ideas and collaborate with
others.
B. Blogs allow student access to teacher material while at home.

C. Blogs help build trust between the student and teacher allowing the student to seek
help when needed.
D. Blogs eliminate the paperwork aspect of teaching, thus allowing the teacher the
ability to assign more class work/homework.
4. How can the use of blogs positively impact instruction?
A. Blogs create a sense of excitement through the use of technology both in and out of
the classroom.
B. Blogs provides the opportunity for teachers to give immediate feedback to student
answers.
C. The use of blogs satisfies the technology component of the TKES evaluation system.
D. Blogs allow the teacher to use 21st century tools to enhance reading and writing,
providing an authentic experience for the students.
5.

How can blogs be used to enhance writing?

A. The use of blogs is a simple way to get students writing every day.
B. Blogs enhance creativity of writing by allowing students to post poems, songs, and
stories that they have written without fear of penalization for improper grammar, the
lack of business language, or improper content.
C. Writing more frequently increases the caliber of writing being produced.
D. Teachers may require students to provide textual evidence from peer responses to
support their argument, much like the requirements on state tests.

6.

How can blogs be used to enhance reading?

A. Teacher has the ability to assign multiple reading assignments to be completed at
home and more time can be devoted to writing in the classroom.
B. Students are reading much more without the feeling of doing school work.
C. Students are required to think about peer/teacher responses and reflect on them,
causing a much deeper evaluation of text.
D. Students employ many tested reading strategies while reading and responding to
blogs: identifying the authors purpose, identifying mood and tone, determining bias,
determining point of view, and providing textual evidence.

Objective 2 Assessment:
Evaluating a Blog

As you explore the blogs of educators, complete the evaluation form to determine how functional
the blog is and to determine the use of some of its features for your own class blog.
Prompts/Questions
1. What is the url of blog?
2. What is the intended purpose of

Answers
http://

blog?

Circle all that apply.

A means of communication

between teacher and parents

A designated spot for the
assignment of class work and/or

homework
A place for teacher and students to
respond to writing prompts and

3. Who is the intended audience?

share ideas
Circle all that apply
Parents
Students
Parents and Students
Teachers
Administrators

4. Is the blog intended for use within

the classroom or intended for use by
teachers to gain ideas on educational
practices?
5. What was the last date the instructor

Date:

made a post? Has it been during the

6.

current school year?

How is the content organized?
What tabs do you find to be most
important?

7.

Does the site use a navigation bar

and is it functioning?

8.

Several pages, one page, classes, etc.

Y/N

Does the blog use a specific theme,

List examples of things you like and dislike in

contain attractive colors, and/or have

terms of layout and design.

an eye-catching design?

Like

Dislike

9. Is the grade and subject matter easily

Y/N

discernible?
10. Is it evident that both students and

Y/N

teacher use the blog?

11. What items would you like to
incorporate on your own class blog
and what items could you do
without?

Include

Leave Out

12. Would you refer to this blog in the

Y/N

future?
Example Evaluation:
Prompts/Questions
1. What is the url of blog?
2. What is the intended purpose of
blog?

Answers
http://blog.kathyschrock.net/
Circle all that apply.
A means of communication

between teacher and parents

A designated spot for the
assignment of class work and/or

homework
A place for teacher and students to
respond to writing prompts and

share ideas
To share ideas with other

3. Who is the intended audience?

4. Is the blog intended for use

educators
Circle all that apply
Parents
Students
Parents and Students
Teachers
Administrators
Intended for use by teachers to gain ideas on

within the classroom or intended

educational practices

for use by teachers to gain ideas

on educational practices?
5. What was the last date the

Date: July 19, 2014 it is a current post

instructor made a post? Has it

been during the current school
year?
6. How is the content organized?
What tabs do you find to be most
important?

7.

Several pages, one page, classes, etc.

Blog organized by months
Search this blog
Links
Choice to be emailed when blog updates
Newer Post Older Post option
No tabs indicating Home

Does the site use a navigation

bar and is it functioning?

Y/N
Does contain a navigation bar for posts organized
by month, but does not include any categories
that can be selected

8.

Does the blog use a specific

List examples of things you like and dislike in

theme, contain attractive colors,

and/or have an eye-catching
design?

terms of layout and design.

Like

Search option
Organization of blog postings by month

Dislike

Does not contain a particular theme

Uses some images but overall not very
appealing to the eye

9. Is the grade and subject matter

Y/N
Catered to teachers

easily discernible?
10. Is it evident that both students

Y/N
Catered to teachers

and teacher use the blog?

11. What items would you like to

Include
Search option
incorporate on your own class
Arrangement of blog post
blog and what items could you do
Email of updated blog post

without?
Leave Out
This site is not helpful for blogs setup
within the classroom, but has many

12. Would you refer to this blog in

the future?

teacher ideas

Y/N
I will refer to this site for teacher resources

List of sample blogs with summary:

Objective 2 Blog List - Bag the Web

Objective 3 Assessment:
Follow directions and examples given here: Using Class Chatter
Objective 4 Assessment:
After viewing the Class Chatter tutorial at Class Chatter Tutorial, complete the following quiz:
Differentiated Assessment 1
1. What is Identity Masking?
Protecting student identities by not showing their names
2. What are three security features you can enable through the teacher settings?
Lock student passwords so that they may not be changed
Turn off personal blogging so students cannot create blog posts of their own, only
respond to school blog posts.
Turn class mail off or on
Make password for class visible

Delete blog posts by students by using blue trashcan

3. How do you delete blog posts made by students that may be inappropriate?
By using the blue trash can icon located next to each student response or post
4. Are blogs created on Class Chatter accessible to the general public?
When blog is published, an RSS feed is created making it visible to the general public.
Differentiated Assessment 2
After viewing the Class Chatter tutorial at Class Chatter Tutorial, complete the following quiz:
Circle all that apply.
1. What is Identity Masking?
A. Protecting student identities by not showing their names
B. Changing student names to a generic name
C. Allowing students to choose a code name
D. Using only numbers for log-ins.
2. What are features are in place for keeping blog posts safe?
A. Student commentary is anonymous.
B. Lock student passwords so that they may not be changed
C. Turn off personal blogging feature to prevent individual blog posts, only responses to
assignments.
D. Turn class mail off or on
3. How can student blog posts or response be deleted?
A. An email must be sent to the parent requesting they delete their childs post
B. A post by a student may not be deleted
C. By clicking on blue trash can icon located next to each response or post
D. An email must be sent to the Tech Dept. at Class Chatter
4. Where is the class blog visible?
A. It is visible to students who have received a log-in and password
B. Co-users who have been added can access the class blog.
C. An RSS feed is generated when blog is published making it viewable by the general
public.
D. Any student within the school can access the class blog.
Objective 5 Assessment:
Visit the following link to view lesson plan checklist, sample lesson plans, and instructor rubric
for assessing lesson plans.
Creating Lesson Plans
Objective 6 Assessment:

Lesson Plan Checklist for Peer Evaluation

____ 1. Standards addressed in content area
____ 2. AASL Standards addressed
____ 3. Standards from other contents that can be
included making the lesson interdisciplinary
____ 4. Expected duration of lesson
____ 5. Outline of lesson
____ 6. Outline of lesson intent for use of blog
____ 7. Intended Assessment or Performance Task
____ 8. List of resources needed or used
____ 9. Co-contributors names if applicable

____ 10. Grade and subject for lesson to be

Implemented
List 2 strengths:

List 2 Weaknesses:

Comments:

Instructional Design Documentation Part V

Instructional
Strategies
Lesson 1: The
student will define
a blog and identify
purposes of using a
blog in a language
arts classroom

Goals
To understand the
concept of a blog and
the advantages that
using a blog can have
for the classroom.

Objectives

UDL

Objective 1a: The student

will identify a blog as a web
log
Objective 1b: The student
will define a blog as a site that
contains writings by teacher
authors and allows for student
commentary
Objective 1c: The student
will discuss advantages of
open communication between
teachers and students and
students and students that a
blog provides using
TodaysMeet
Objective 1d: The student
will identify areas of strength
that a blog provides:
encourages writing and
reading inside and outside of
the classroom, provides more
opportunities for writing, and
creates an authentic
experience for students

UDL: Various
modes of
representation Learners are
watching a video
and reading
articles on same
topic (Principle 1)

Assessment
Learners will take an online
quiz about the function of
blogs using Edmodo.
UDL Principles:
The quiz will be
differentiated to provide
multiple means of
expression. Two types of
quizzes will be given. One
quiz will consist of short
answer questions, while the
other will be multiplechoice.

Lesson 2:
The student will
evaluate existing
teacher blogs and
assess methods
used on blogs for
effectiveness in
integrating
technology into the
Language Arts
classroom

To analyze existing
blogs and gauge
effectiveness.

Lesson 3:
The student will set
up a blog account
using Class Chatter

To set up a blog
account for classroom
use, manage settings,
and begin first blog.

To generate a reference
lists of blogs for future
use

Objective: 4a: The student

will seek out existing educator
blogs directly linked to the
Language Arts curricula that
have been previously or are
currently used in an existing
classroom(s) of other
educator(s)
Objective 4b: The student
will evaluate educator blogs
for application within personal
Classroom
Objective 4c: The student
will generate a reference list
of model blogs to be used for
consultation through the
course of the year

UDL: Provide
multiple means of
engagement
Learner will be
authentically
engaged with the
use of a 21st
century tool
(blogs) that is
socially relevant.
Providing many
samplings of
existing blogs
allows for use by
all ability levels
and does not
discriminate
against racial,
cultural, ethnic or
gender groups.
(Principle 3)

Learners will complete a

checklist for evaluating
teacher blogs. Learners will
also create a reference list of
blogs that might be useful at
a later date.

Objective 3a: The student

will begin operating
procedures for establishing an
account through Class Chatter
Objective 3b: The student
will establish first class in
Class Chatter

UDL: Provide
multiple means of
action and
expression
Learner will use
multiple media
for

Learners will add instructor

into one of the classes
created. Instructor will
respond to blog topic and
learner will be expected to
respond to blog post by
instructor.

UDL Principles: This

assignment will be
differentiated to provide
multiple means of action and
expressions. Instructor will
provide a blog that he/she
has evaluated using the
checklist the learners are
expected to use for other
blogs. On suggested blog
list, instructor will
summarize the features of
the blogs to make narrowing
down of desired blogs easier.

Objective 3c: The student

will add additional classes and
students to classes
Objective 3d: The student
will add a teacher assignment
post and teacher blog post
Objective 3e: The student
will create a blogging activity
to be performed by teacher
classmate

Lesson 4:
Student will
identify safety
features of blogging

To become familiar
with safety features
available for
moderators of blog

Objective 2a: Student will

access network release form
required by school
Objective 2b: Student will
identify password features on
Class Chatter
Objective 2c: Student will
establish teacher control
features such as the ability to
delete inappropriate posts

communication.
The design of
individual blogs
allows learner to
create a unique
self-developed
environment with
the option to add
video, pictures,
graphics, or
simply their own
choice of font.
(Principle II)
UDL: Learners
provide multiple
means of action
and expression
Through the use
of Class Chatter,
learner will be
able to identify
the safety features
by reading
instructions
provided on
website or by
viewing
instructional
videos also found

UDL Principles: Instructor

will provide screen shots of
requested actions to aid in
the ease of establishing a
blog account to address
multiple means of action and
expression.

Learners will take a quiz

over the safety features
available on Class Chatter
using Edmodo.
UDL Principle:
The quiz will be
differentiated to provide
multiple means of
expression. Two types of
quizzes will be given. One
quiz will consist of short
answer questions, while the
other will be multiplechoice.

on website.
(Principle II)
Lesson 5:
Student will
produce
interdisciplinary
lessons that feature
blogs and use
available
technology within
the Language Arts
classroom.

To produce lessons
involving blogs that
will be collaboratively
shared and to plan for
integration of those
lessons throughout the
school year

Objective 5a: Student will

become familiarized with
standards of other content
areas
Objective 5b: Student will
view sample lesson ideas
provided by instructor and
determine practicality of
lesson for personal use
Objective 5c: Student will
develop individual blog
lessons to be shared with peers

Lesson 6:
Student will use

To share lessons with

Objectives 6a: Student will
peers within same grade add individual blog lessons to

UDL: Learners
provide multiple
means of action
and expression
Learner will be
able to express
themselves
through
TodaysMeet
without fear of
making
grammatical or
spelling mistakes
due to the
informal setting.
Learner will also
be able to choose
the method in
which to compose
lessons, making
individual
decisions based
on their needs.
(Principle II)
UDL: Learners
provide multiple

Learner will create lessons

and will be assessed through
the use of a rubric.
UDL Principle: This
assignment will be
differentiated to provide
multiple means of action and
expression. Learners will
have access to a checklist
ensure all needed materials
have been included. Lesson
plan templates will be
available for those learners
that are unfamiliar or unsure
of how to complete lesson
plans.

Learner will complete a peer

evaluation sheet on lessons

online collaborative
sharing sites such
as Live Binders to
assemble lesson
plans.

level and content area

that will promote
sharing throughout the
school year

established grade level

Live Binders account for the
purpose of viewing by
colleagues
Objective 6b: Student will
view colleagues lessons and
review for personal use and
for modifications.

means of action
and expression
Learner will
develop lessons
with the ability of
using
spellchecker and
the use of peer
reviews.
(Principle II)

provided through Live

Binders.
UDL Principle: This
assignment provides
graduated levels of support
and feedback by allowing
learners to work in a
collaborative community,
providing suggestions,
positive commentary, and
constructive criticism.

Key Assessment Part VI

Instructional Sequence
Sequence
1

Description
Define a blog and identify
purposes of using a blog in a
language arts classroom
Evaluate existing blogs and
assess effectiveness for
personal use
Set up a blog account using
Class Chatter and design a
blogging activity for teacherclass members using new
account
Identify safety issues for
middle school students and
safety features of Class
Chatter
View sample lessons of
blogging activities provided
by instructor, provide
feedback, and create lessons
scenarios to be used within
personal classroom
Add created lessons to grade
level Live Binders and view
lessons created by peers for
collaborative use

Objective
1

A concept-related sequencing has been used for this mode of instruction. The learner will
proceed through the sequence in a logical learning manner. The learners are introduced to a new
concept and are asked to reflect on its uses. Next, they are exposed to existing real-life examples
and instructor provided examples. Using these examples, they then create their own material.
Learners will participate in active searches and analysis and are then asked to conduct group
discussions and create resources for further use. Questions may be created by learner as each
part of the sequence is introduced. Answers should be found within the next few steps of
sequencing.

Lesson 1: Introducing Blogging to Middle School Students and Teachers

Objective 1: The student will define a blog and identify its purpose within the language arts
classroom
Objective 1a: The student will identify a blog as a web log
Objective 1b: The student will define a blog as a site that contains writings by teacher
authors and allows for student commentary
Objective 1c: The student will discuss advantages of open communication between
teachers and students and students and students that a blog provides using
TodaysMeet
Objective 1d: The student will identify areas of strength that a blog provides: encourages
writing and reading inside and outside of the classroom, provides more
opportunities for writing, and creates an authentic experience for students
Initial Presentation: Learners will be asked to watch Introduction to Classroom Blogs and read
Learning From Our Mistakes: What Matters When Incorporating Blogging in the Content Area
Literacy Classroom.
Generative Strategy: As learners watch the video clip and read the short article, they will be
asked to contribute to the class discussion board at TodaysMeet. Learners must make a
minimum of 5 posts, at least 2 posts must be in response to posts by peers. Instructor will also
add discussion posts to guide understanding and answer questions. According to Beach (2012),
Learning how to participate in the learning commons to share ideas and alternative
perspectives for addressing problems leading to change is an essential 21stcentury digital literacy (p.451).
UDL for Lesson 1: Various modes of representation - Learners are watching a video and reading
articles on same topic (Principle 1)

Lesson 2: Two Thumbs Up?

Objective 4: The student will evaluate existing teacher blogs and assess methods used on blogs
for effectiveness in integrating technology into the Language Arts classroom
Objective 4a: The student will seek out existing educator blogs directly linked to the
Language Arts curricula that have been previously or are currently used
in an existing classroom(s) of other educator(s)
Objective 4b: The student will evaluate educator blogs for application within personal
Classroom
Objective 4c: The student will generate a reference list of model blogs to be used for
consultation through the course of the year
Initial Presentation: Learners will visit several existing teacher blogs through instructors Bag
the Web list and evaluate the blogs for overall look, use of standards- based assignments, parent
contact availability, and manageability of blog. They will also make note of likes and dislikes of
overall blog. Learners will use a check sheet available through instructors blog.
Generative Strategy: Learners will visit instructors blog and add reflections to Reflection of
Teacher Blogs topic post. Learners must include references to specific blogs when making
reflections. Instructor will also add discussion posts to guide understanding and answer
questions. Alexander (2013) states, your blogging allows you to capture and synthesize your
thoughts generated during class and connections you are making personally to the material
(p.24).
UDL for Lesson 2: Provide multiple means of engagement Learner will be authentically
engaged with the use of a 21st century tool (blogs) that is socially relevant. Providing many
samplings of existing blogs allows for use by all ability levels and does not discriminate against
racial, cultural, ethnic or gender groups. (Principle 3)

Lesson 3: Lets Get Ready toBLOG!

Objective 3: The student will set up a blog account using Class Chatter
Objective 3a: The student will begin operating procedures for establishing an
account through Class Chatter
Objective 3b: The student will establish first class in Class Chatter
Objective 3c: The student will add additional classes and students to classes
Objective 3d: The student will add a teacher assignment post and teacher blog
Post
Objective 3e: The student will create a blogging activity to be performed by
teacher classmate
Initial Presentation: Learners will be asked to go to Class Chatter.
Generative Strategy: Learners will follow Task Analysis Step 4, located on instructors blog, to
create a Class Chatter account. Learner will create a blog post intended for peer response. Blog
post can be favorite T.V. show, favorite color, or another question requiring a response. Learner
will send Class Chatter link to peer in order to initiate a response. Learner will also respond to
link sent by a peer. Gradel (2011) suggests that archiving talk helps distribute the brain trust
among all in attendance, thus potentially: (a) increasing interconnections and ownership among
participants and (b) decreasing the typical overreliance on the trainer as the sole source of
expertise (p.119).
UDL for Lesson 3: Provide multiple means of action and expression Learner will use multiple
media for communication. The design of individual blogs allows learner to create a unique selfdeveloped environment with the option to add video, pictures, graphics, or simply their own
choice of font. (Principle II)
Lesson 4: Safety First
Objective 2: Student will identify safety features of blogging
Objective 2a: Student will access network release form required by school
Objective 2b: Student will identify password features on Class Chatter

Objective 2c: Student will establish teacher control features such as the ability
to delete inappropriate posts

Initial Presentation: Learners will access Parent Resources Regarding Web Use.
Generative Strategy: Learner will return to Class Chatter website, log in, and review safety
features. Learner will change settings to accommodate county policies of web use. Muncy
advocates the use of blogs despite safety concerns by stating (2014) A final advantage of online
blogging is the set of instructor tools that often come in the classroom management system
(p.102).
UDL for Lesson 4: Learners provide multiple means of action and expression Through the use
of Class Chatter, learner will be able to identify the safety features by reading instructions
provided on website or by viewing instructional videos also found on website. (Principle II)
Lesson 5: Lets Get to Work!
Objective 5: Student will produce interdisciplinary lessons that feature blogs and use available
technology within the Language Arts classroom.
Objective 5a: Student will become familiarized with standards of other content
Areas.
Objective 5b: Student will view sample lesson ideas provided by instructor and
determine practicality of lesson for personal use.
Objective 5c: Student will develop individual blog lessons to be shared with
Peers.
Initial Presentation: Learner will visit Georgia Standards and skim standards applicable to the
Language Arts classroom. Learner will also visit instructors blog to access an instructor created
list of sample lessons utilizing blogs in the Language Arts classroom. Lessons provided will
spotlight the use of blogs when students do not have access to technology at home, the use of

blogs when technology is limited in the classroom, incorporating other contents into blog
assignments, and using blogs when time is limited.
Generative Strategy: Learner will once again visit TodaysMeet to make commentary on
instructor lessons. Learner will then create 3 lessons that utilize blogs. Lesson plan format will
be given on instructors blog. Learner will include standards addressed in lesson and a brief
scenario of lesson plan concept. Lesson does not have to be fully developed in typical lesson
plan fashion. Peer review sessions can generate a wide range of activities from editing and
critiquing, to evaluating the quality of writing (Shih-Hsien, 2013, p.233).
UDL for Lesson 5: Learners provide multiple means of action and expression Learner will be
able to express themselves through TodaysMeet without fear of making grammatical or spelling
mistakes due to the informal setting. Learner will also be able to choose the method in which to
compose lessons, making individual decisions based on their needs. (Principle II)
Lesson 6: Dont Hate, Collaborate
Objective 6: Student will use online collaborative sharing sites such as Live Binders to
assemble lesson plans.
Objectives 6a: Student will add individual blog lessons to established grade level
Live Binders account for the purpose of viewing by colleagues
Objective 6b: Student will view colleagues lessons and review for personal use
and for modifications.
Initial Presentation: Learner will access LiveBinders.
Generative Strategy: Learner will add created lessons to binder for grade and content level.
After adding personal lessons, learner will access lessons added by peer. Learner will make
comments on lessons added by peer, making suggestions for improvement or suggestions for
change. Gradel (2011) states that the use of collaborative workspaces can result in a workable
result-oriented product, which can then be used for: (a) further action in the training; (b) as a
vehicle for participants use in their own practice outside of the training; and (c) since the

product will ostensibly be the result of collective knowledge and input, there is likely to be
significant buy-in to its content (p.120).
UDL for Lesson 6: Learners provide multiple means of action and expression Learner will
develop lessons with the ability of using spellchecker and the use of peer reviews. (Principle II)

Reference List
Alexander, J., & Bach, D. (2013). Creating Classroom Community with Reflective Blogs.
International Journal of Technology, Knowledge, & Society, 9(2), 17-29.
Beach, R. (2012). Constructing Digital Learning Commons in the Literacy Classroom. Journal
of Adolescent & Adult Literacy, 55(5), 448-451.
Gradel, K.J. (2011). Integrating Cloud-Based Strategies and Tools in Face-to-Face Training
Sessions to Increase the Impact of Professional Development. Journal of Educational
Technology, Systems, 40(2), 113-130.
Munch, J.A. (2014). Blogging for Reflection: The Use of Online Journals to Engage Students in
Reflective Learning. Marketing Education Review, 24(2), 101. Doi:10.2753/MER1052800824020.
Novakovich, J., & Cramer Long, E. (2013). Digital Performance Learning: Utilizing a Course
Weblog for Mediating Communication. Journal of Educational Technology & Society,
16(4), 231-241.
Shih-Hsien, Y. (2009). Using Blogs to Enhance Critical Reflection and Community of Practice.
Journal of Educational Technology & Society, 12(2), 11-21.

Instructional Design Documentation Part VII Design Instruction

Instructional
Strategies
Lesson 1: The
student will define
a blog and identify
purposes of using a
blog in a language
arts classroom

Lesson 2:
The student will

Goals
To understand the
concept of a blog and
the advantages that
using a blog can have
for the classroom.

To analyze existing
blogs and gauge

Objectives

UDL

Assessment

Objective 1a: The student

will identify a blog as a web
log
Objective 1b: The student
will define a blog as a site that
contains writings by teacher
authors and allows for student
commentary
Objective 1c: The student
will discuss advantages of
open communication between
teachers and students and
students and students that a
blog provides using
TodaysMeet
Objective 1d: The student
will identify areas of strength
that a blog provides:
encourages writing and
reading inside and outside of
the classroom, provides more
opportunities for writing, and
creates an authentic
experience for students
Objective: 4a: The student
will seek out existing educator

UDL: Various
modes of
representation Learners are
watching a video
and reading
articles on same
topic (Principle 1)

Learners will take an online

quiz about the function of
blogs using Edmodo.

UDL: Provide
multiple means of

Learners will complete a

checklist for evaluating

UDL Principles:
The quiz will be
differentiated to provide
multiple means of
expression. Two types of
quizzes will be given. One
quiz will consist of short
answer questions, while the
other will be multiplechoice.

evaluate existing
teacher blogs and
assess methods
used on blogs for
effectiveness in
integrating
technology into the
Language Arts
classroom

effectiveness.

Lesson 3:
The student will set
up a blog account
using Class Chatter

To set up a blog
account for classroom
use, manage settings,
and begin first blog.

To generate a reference
lists of blogs for future
use

blogs directly linked to the

Language Arts curricula that
have been previously or are
currently used in an existing
classroom(s) of other
educator(s)
Objective 4b: The student
will evaluate educator blogs
for application within personal
Classroom
Objective 4c: The student
will generate a reference list
of model blogs to be used for
consultation through the
course of the year

engagement
Learner will be
authentically
engaged with the
use of a 21st
century tool
(blogs) that is
socially relevant.
Providing many
samplings of
existing blogs
allows for use by
all ability levels
and does not
discriminate
against racial,
cultural, ethnic or
gender groups.
(Principle 3)

teacher blogs. Learners will

also create a reference list of
blogs that might be useful at
a later date.

Objective 3a: The student

will begin operating
procedures for establishing an
account through Class Chatter
Objective 3b: The student
will establish first class in
Class Chatter
Objective 3c: The student
will add additional classes and

UDL: Provide
multiple means of
action and
expression
Learner will use
multiple media
for
communication.
The design of

Learners will add instructor

into one of the classes
created. Instructor will
respond to blog topic and
learner will be expected to
respond to blog post by
instructor.

UDL Principles: This

assignment will be
differentiated to provide
multiple means of action and
expressions. Instructor will
provide a blog that he/she
has evaluated using the
checklist the learners are
expected to use for other
blogs. On suggested blog
list, instructor will
summarize the features of
the blogs to make narrowing
down of desired blogs easier.

UDL Principles: Instructor

students to classes
Objective 3d: The student
will add a teacher assignment
post and teacher blog post
Objective 3e: The student
will create a blogging activity
to be performed by teacher
classmate

Lesson 4:
Student will
identify safety
features of blogging

To become familiar
with safety features
available for
moderators of blog

Objective 2a: Student will

access network release form
required by school
Objective 2b: Student will
identify password features on
Class Chatter
Objective 2c: Student will
establish teacher control
features such as the ability to
delete inappropriate posts

individual blogs
allows learner to
create a unique
self-developed
environment with
the option to add
video, pictures,
graphics, or
simply their own
choice of font.
(Principle II)
UDL: Learners
provide multiple
means of action
and expression
Through the use
of Class Chatter,
learner will be
able to identify
the safety features
by reading
instructions
provided on
website or by
viewing
instructional
videos also found
on website.
(Principle II)

will provide screen shots of

requested actions to aid in
the ease of establishing a
blog account to address
multiple means of action and
expression.

Learners will take a quiz

over the safety features
available on Class Chatter
using Edmodo.
UDL Principle:
The quiz will be
differentiated to provide
multiple means of
expression. Two types of
quizzes will be given. One
quiz will consist of short
answer questions, while the
other will be multiplechoice.

Lesson 5:
Student will
produce
interdisciplinary
lessons that feature
blogs and use
available
technology within
the Language Arts
classroom.

To produce lessons
involving blogs that
will be collaboratively
shared and to plan for
integration of those
lessons throughout the
school year

Objective 5a: Student will

become familiarized with
standards of other content
areas
Objective 5b: Student will
view sample lesson ideas
provided by instructor and
determine practicality of
lesson for personal use
Objective 5c: Student will
develop individual blog
lessons to be shared with peers

Lesson 6:
Student will use
online collaborative
sharing sites such

To share lessons with

Objectives 6a: Student will
peers within same grade add individual blog lessons to
level and content area
established grade level
that will promote
Live Binders account for the

UDL: Learners
provide multiple
means of action
and expression
Learner will be
able to express
themselves
through
TodaysMeet
without fear of
making
grammatical or
spelling mistakes
due to the
informal setting.
Learner will also
be able to choose
the method in
which to compose
lessons, making
individual
decisions based
on their needs.
(Principle II)
UDL: Learners
provide multiple
means of action
and expression

Learner will create lessons

and will be assessed through
the use of a rubric.
UDL Principle: This
assignment will be
differentiated to provide
multiple means of action and
expression. Learners will
have access to a checklist
ensure all needed materials
have been included. Lesson
plan templates will be
available for those learners
that are unfamiliar or unsure
of how to complete lesson
plans.

Learner will complete a peer

evaluation sheet on lessons
provided through Live
Binders.

as Live Binders to
assemble lesson
plans.

sharing throughout the

school year

purpose of viewing by
colleagues
Objective 6b: Student will
view colleagues lessons and
review for personal use and
for modifications.

Learner will
develop lessons
with the ability of
using
spellchecker and
the use of peer
reviews.
(Principle II)

UDL Principle: This

assignment provides
graduated levels of support
and feedback by allowing
learners to work in a
collaborative community,
providing suggestions,
positive commentary, and
constructive criticism.

Key Assessment Part VIII

1.

Learner evaluations will be collected through the use of Survey Monkey. The survey
will be conducted and the results analyzed to determine areas needing improvement. I
will use a teacher from another grade level that teaches the same subject to act as my
SME. This person will be chosen based on their experience with teaching Language Arts
and their familiarity of the standards being taught.

3. After surveys have been completed, answers will be evaluated. Answers will be
compared to target objectives of class. If objectives have not been met or receive low
scores, the instructional design of course will be adjusted.

Online Training Evaluation

Instructions: Please indicate your level of agreement for the statements listed
below by checking the answer that most accurately describes your experience.
Strongly
Agree
1. The objectives of the
online course were
clearly stated.
2. The objectives of the
class were met.
3. The course objectives
were taught in a
sufficient time period.
4. The topics covered
were relevant to me.
5. The requirements of
the course were not too
strenuous or difficult to
accomplish in the work
environment.
6. The online course was
organized and easy to
manipulate.

Agree

No Opinion

Disagree

Strongly
Disagree

7. The online training

environment was
conducive to learning.
8. My instructor made
me feel comfortable in
asking for help or
clarification.
9. This training will be
useful in my classroom.
10. I have a better
understanding of the use
of blogs in the
classroom.
11. I was provided with
all resources needed to
implement the use of
blogs in my personal
classroom.
12. I was provided with
all of the resources
needed to complete the
course successfully.
13. I will choose to
complete another online
training in the future.
Suggestions for
Improvement: