Key Assessment: Face to Face Professional Development

Teresa Flemming
FRIT 7739 Field Experience
Part 1: Identification of Learning Problem
General Audience
The primary audience consists of certified teachers working with students K-12. These teachers
wish to learn about the new learning management app, Classroom powered by Google. The
primary audience is to be taught and gain knowledge from a wide variety of digital tools within
Classroom such as sharing resources in Google Doc, creating lessons, making class
announcements, simplifying the turn in process, classroom collaboration, and class discussions
just to name a few. Teachers in the county are receiving staff development on Classroom in a
structured fashion and they have an option to implement this tool in their classroom.

Problem Identification
Bulloch County Schools have used First Class as their way of communication and collaboration
for the past ten years. The management system had great apps that teachers liked using in the
classroom with their students such as, Academia. Bulloch County Schools has pushed out a new
management system for the 2015-2016 school year that requires all teachers to use Google Apps.
The management system has a high learning curve and many teachers did not feel prepared for
its full implementation. One app in particular administrators wanted teachers to learn more
about was the Google Education App Classroom.
Google Classroom is an app that some teachers are not familiar with and being able to provide
the skills to each teacher will benefit the school system greatly. The skills the teachers will learn
will be very beneficial to the teachers and the students they are instructing.

Instructional Goals
Teachers will be able to accomplish the Google Classroom tasks assigned to them in the
workshop without assistance.
Teachers will be able to successfully create a classroom in Google Classroom.
Teachers will learn how to add students into the classroom created in Google Classroom.
Teachers will be able to communicate with students easily within the app.
Teachers will be able to create messages and share materials in Google Classroom.
Teresa Flemming
FRIT 7739- Face to Face Staff Development

Course Outline
1.) Google Classroom introduction- talk about the importance of using Classroom in your
classroom.
a) Have teachers share with a neighbor about their understanding of Classroom and what it could be
used for in the classroom.
2.) Share
a
video
of
a
teachers
perspective
of
Classroom.
https://www.google.com/edu/products/productivity-tools/classroom/
3.)
a)
b)
c)

a)
b)
c)
d)
e)
f)

Explain to teachers about using the URL to get to the site

Have teachers to log into their Bulloch Schools Google email account.
Prompt teachers to get the following link: https://classroom.google.com/
Speak about the dashboard that first appears. Teaches should see their Bulloch Schools email
address in the upper right hand of the screen.
4.) Show teachers how to create a class. (codes needed for students to join)
Demonstrate some of the features provided with Classroom.
Walk teachers through changing homepage theme.
Walk teachers through how to add students.
Walk teachers through adding an announcement.
Walk teachers through creating an assignment in Classroom.
Walk teachers through grading assignments.
5.) Ask if teachers have any further questions.
6.)Provide teachers with a link to Professional Development Evaluation.
7.) Help teacher with further information by contact.
8.)Evaluate data and re-deliver content if needed.

Teresa Flemming
FRIT 7739- Face to Face Staff Development
Part II: Learner Analysis
Introduction

The audience in this class is made up of certified teachers and one classified paraprofessional in
the elementary education field. The staff consisted of 87% Caucasian female and 13% African
American female. The ages of the staff range from 67-34.
Entry Characteristics
Prerequisite skill & Knowledge

Mastery of ability to access a computer.

Mastery of accessing the internet.
Able to access and navigate a laptop computer.
Learners have an e-mail address assigned to them.
Learners have a Google account assigned to them.
Most learners have little to no experience with working online course.
Most learners can research and access information
Prior Experience:

Recognize the importance of navigating a computer.

Recognize the how using a student management system is important.
Although most learners have used a Google apps before, few, if any have actually implemented
or given thought to the importance of using and implementing a program like Google Classroom
in the classroom.
Attitude Toward Content and Academic Motivation
Teachers at all schools understand the importance of incorporating technology into their
classrooms and would like to know an easier way to have students access and turn in
assignments.
The issue however, is that many teachers have become overwhelmed with the learning curve that
they must defeat to learn how to use of the many different classroom management systems that
are available online. Teachers have reported high levels of confusion when using one of these
systems for the first time.
Learners stated through the survey they were given clear and concise instructions on how to use
Google Classroom. When surveyed, 12% stated they did not feel know how to create a classroom
from scratch and more instruction was needed. The other 87.50% felt confident about
Teresa Flemming
FRIT 7739- Face to Face Staff Development
creating a class and implementing their online class. 100% strongly agreed the staff development
was very informative and useful.

General Learning Preference

The learners expressed preference to physical meeting versus online professional development.
They preferred to work and discuss issues face to face. The learners would rather work hands on
with my assistance. This information was gathered through a survey and teacher interview.

Attitude Towards Teachers and School

Seeing as the group taught are teachers they expressed a high level of appreciation for the work
and commitment of teachers. They were positive and held an inviting environment for the
instructors of this staff development.

Common errors made by Google Classroom learners:

Teachers confusing Google Classroom with Edmodo
Teachers not understanding the importance of an online management tool.
Teacher unable to set up proper online classes. ( Assignments, Announcements, and Quizzes)
Group Characteristics
The school is located in west of Savannah in a town known as Statesboro where the median
income is below the national average. The classroom teachers range from four to thirty four
years of experience that teach in a Title I school. The subjects taught range from prekindergarten-sixth grade. I also had a counselor, paraprofessional, POI teacher, and media
specialist attend the training. Many of the teachers are associated with an extracurricular club
and spend many hours with students past regular working hours.

Teresa Flemming
FRIT 7739-Face to Face Staff development

Part III: Task Analysis

For my task analysis I conducted the research using both a topic analysis and procedural analysis
to ensure I captured as much information as possible. As I expect most of the learning to
procedural, I started by creating a detailed outline of the steps required to perform each

procedure in navigating the online course management software. To ensure I not miss any key
steps, I opened the site myself and went through the steps as I wrote them. This was a valuable
aid and helped me catch many small steps, which I initially missed.
The outline describes the layout of the staff development. Both outlines were integrated together
to have a more cohesive feel. Many of the relevant topics are also covered too. Such as the first
few steps because it is assumed that teachers have been using Google apps and know how to log
into Google Classrooms and access some of the features.

Task Analysis Outline

1. Login to Computer
a. Teachers use username and password.
i. Teacher username is firstintiallastname: ex. (tflemming) @bullochschools.org
ii. Password is set by teacher.
iii. See administrator to reset.
b. Forgot Password
i. Check Caps Lock
ii. Check Spelling
iii. Reset Password
2. Login to Google
a. Access Web Browser
i. Navigate tohttps://classroom.google.com/
ii. Select the the sign in button in the top right hand of the screen.
iii. Teacher Google Apps for education login is the same as computer login.
3. Navigate Dashboard
a. Classroom is already in teacher accounts for Google Apps for education so it should appear.
4. Create a Class
a. Click the + button to create a class. Next to your email address.
ii. Click Create Class
i. Check screens for understanding.
b. Enter a name for your class. (ex. Flemming 2nd Grade)

c. Enter class period for your section. ( Ex. Period 1)

d. Click create.
i. Make sure teachers are able to create a class.
5. Add Students
a. Click on students tab.
i. Invite students or give them the class code.
6. Create an Announcement
a. Click on the circle button with a + in the center.
i. Button is on the bottom left.
b. Click the button next to create announcement.
c. Type an announcement.
i. You may also attach files, add Youtube Videos, and add links.
d. Click post.
i. Announcement will appear on main page.
7. Create an assignment
a. Click on the circle button with the + in the center.
Teresa Flemming
FRIT 7739-Face to Face Staff Development
i. Button will be on the bottom right of the screen.
b. Choose an assignment.
1. Give assignment a name.
2. Add instructions in the option box.
3. Show the different up options.
a. attachment
b. Google Drive attachment
c. YouTube Video
d. Link
i. I can specify file type.
4. Set Due Date and Time

a. You can place extra notifications on assignments in your class.

5. Click the dropdown box to select what students can do.
a. Student can view file.
b. Student can edit file.
c. Make a copy for each student.
i. select if you want students to edit and turn in.
6. Click assign button.
8. Grade Assignments
a. Click the title of the assignment.
1. Click on the students name to view and reveal documents.
a. Classroom flags every assignment.
i. Not done
ii. Done
iii. Done Late
b. You can type comments to the students.
i. Double click the information you want to add comments.
2. Assign Grade
a. Click the add grade box
i. Beside students name
b. Type in numeral grade.
9. Customize Google Classroom
a. Click on select theme on the right side of the header.
i. Choose a theme to spice up your page.
ii. Click button at the bottom of the screen when a theme has been chosen.

10. Closing
a. View teacher class created during the session.
b. Administer Survey.
c. Follow up.

Topic Analysis:
1. Overview of the Basic of Google Classroom
a. Easy for teachers to access in and out of the classroom
b. Benefits of Google Classroom
c. Function of using Google Classrooms.
i. Creating a class
ii. Changing Theme
iii. Adding Students
iiiv. Creating Announcement
v. Creating Assignments
vi. Grading assignments
d. Accessing Google Classrooms
i. Go to Google Classrooms via (https://classroom.google.com/)
ii. Sign in
1. Staff E-Mail and Password are used.
e. Basic Settings
i. Review basic settings and navigation of Google Classroom
f. Set up Class
i. Create class name
ii. Set up class section
g. Add Students
i. Invite students with class code
h. Add Announcement
i. Create assignment
ii. Add instructions
iii. File upload type
i. Set up Assignment

i. Create Title for assignment

ii.Create Test Assignment
1. Show all options for assignments
iii. Set due dates and time
iiiv. File Type up loads
j. Grade Assignment
i. Assess Documents
ii. Add Comments
iii. Assign Grades

Subject Matter Expert (SME)

Nancy Wiggins will serve as my SME for instructional plan. Her current position is media
special at Julia P. Bryant Elementary School. Her responsibilities include providing training on
technology tools to faculty and staff at Julia P. Bryant. She also resumes the responsibility of a
media specialist.
I ( Teresa Flemming) will server as the co-SME for this instructional plan. My formal education
consist of a bachelors degree in Early Childhood Education from Georgia Southern University

in Statesboro, Georgia. I am currently pursuing a masters degree in Instructional Technology

from Georgia Southern University in Statesboro, Georgia.
My primary qualifications to serve as SME is my position as an elementary teacher at Julia P.
Bryant Elementary in Bulloch County, Georgia. My job as a teacher allows me to develop and
implement innovative lessons to my students and other teachers in my building. Additionally, I
currently serve as teacher leader on the technology committee, which works with other teachers
in the building. This helps us gage the needs and wants of our school as a whole.

Teresa Flemming
FRIT 7739- Face to Face Staff Development

Part IV: Instructional Objectives

Terminal Objective 1:To access and setup an online classroom with Google Classroom.
Enabling Objectives:
1A. Demonstrate how to find Google Classroom
1B. Demonstrate how to access digital resources
1C. Describe how to access online management app

Terminal Objective 2: To effectively access learning platform.

Enabling Objectives:
2A. To identify Google Classroom as an online learning resource
2B. To navigate the learning site

2C. To differentiate assignments, grades, announcements, and resources on site

Terminal Objective 3: To demonstrate the effective use of assignments, grading, and

announcement features.
3A. To explain the importance of digital assignments.
3B. To describe the relationship of assignments and the grading system.
3C. To demonstrate the knowledge of learning the management system and it features.

Teresa Flemming
FRIT 7739- Face to Face Staff Development

Classification of Instructional Objectives

Content
Fact
Concept

Performance
Recall

Application

1A, 1B, 1C, 2A, 2B, 2C, 3A

Principals

3A, 3B, 3

Procedures

1,2, 3C,

Interpersonal
Attitude

Relationship between Instructional Objectives and Standards:

3. Model digital age work and learning Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations.
b. Collaborate with students, peers, parents, and community members using digital tools and
resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a
variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning

Teresa Flemming
FRIT 7739- Face to Face Staff Development
Instructional Objective

ISTE Standards

3. Model digital age work and learning Teachers exhibit

knowledge, skills, and work processes representative of an
innovative professional in a global and digital society.

1A

3. Model digital age work and learning Teachers exhibit

knowledge, skills, and work processes representative of an
innovative professional in a global and digital society.

1B
1C

a. Demonstrate fluency in technology systems and the transfer

of current knowledge to new technologies and situations.

3. Model digital age work and learning Teachers exhibit

knowledge, skills, and work processes representative of an
innovative professional in a global and digital society.

2A

3. Model digital age work and learning Teachers exhibit

knowledge, skills, and work processes representative of an

2B

2C

innovative professional in a global and digital society.

a. Demonstrate fluency in technology systems and the transfer
of current knowledge to new technologies and situations.

3
3A
3C

3. Model digital age work and learning Teachers exhibit

knowledge, skills, and work processes representative of an
innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer
of current knowledge to new technologies and situations.

Teresa Flemming
FRIT 7739 - Face to Face Staff Development

Google Classroom Home Screen

Formative Evaluation Plan

To collect learner evaluations on the training module, I will ask that each individual complete a
survey. I felt a survey will provide appropriate feedback. Since I am the subject matter expert of
the training, Mrs. Nancy Wiggins (media specialist), will serve as my observing supervisor.
1. Did this session help you better learn how to use and navigate Google Classroom? Strongly
agree-8

agree, disagree, strongly disagree

2. Were you able to create a classroom and remember how to do so? Strongly agree-7, agree-1,
3.
4.
5.
6.

disagree, strongly disagree

Are you able to create a class from scratch with ease? Yes-7, No, I need more assistance-1
Are you able to successfully enroll students in your class? Yes-7, No-1, I need more assistance
The presentation was useful and informative. Strongly agree-8, agree, disagree, strongly disagree
Was the instructions clear and concise on how to use Google Classroom? Strongly agree-8,
agree, disagree, strongly disagree

Each survey question focused on online assignments as discussed during the training. This
format will me allow me to analyze the responses to see who felt the training was valuable and
who will probably use it in the future.
(Highlighted in read is the results to the survey)