The document outlines a technology action plan for Wake Village Elementary School with the goal of incorporating 21st century technology skills. It includes 5 professional development activities to help teachers learn how to access and use data resources, find lesson plans online, see technology tools demonstrated, and create an online collaborative community. Teachers will complete evaluations after each activity and follow-up surveys to assess the impact of the professional development on their technology skills and classroom practices.
Start Here: Simple Steps to get going with blended learningBilal Kathrada
This is my slide presentation that I use when workshopping institutes on implementing blended learning.
It is based on what I call my 4x4x4 system: 4 Phases, 4 Pillars and 4 Stages of learning.
This presentation documents many online math resources as well as how to go about jazzing up the creation of story problems using technology in 3rd Grade Math.
1. The document discusses geopolitics and the rise of new global powers, noting that countries can now choose to align with multiple superpowers rather than just one.
2. It also discusses globalization, how it has been fueled by the First World, and how multinational corporations have integrated economies worldwide and contributed to issues like outsourcing.
3. Additionally, it covers the growth of suburbs in the 19th-20th centuries and their increasing diversity in recent decades, as well as how new communities will need to be built to accommodate population growth.
The Texas STaR Chart is a tool used by teachers to assess their technology needs and set goals for integrating technology into teaching and learning. It measures four key areas: Teaching and Learning, Educator Preparation, Leadership and Support, and Infrastructure. Austin Elementary's 2008-2009 STaR Chart data showed they were at the "Developing Tech" level across all four areas. The STaR Chart website provides more information and helps schools determine professional development, funding priorities, and develop a technology vision.
This document discusses a science education module about substance use prevention, screening, referral, and treatment. It was funded by a grant from the National Institute on Drug Abuse. The module aims to help users understand addiction as a chronic illness similar to conditions like asthma and diabetes, and explore principles of effective prevention, screening and brief interventions, various treatment approaches, and recovery.
The document discusses the STaR Chart, which is used to help update or create a school district's technology plan. It measures student and teacher proficiencies in integrating technology and tracks progress on using federal funds. The STaR Chart assesses teaching and learning, educator preparation and development, leadership and infrastructure. Data from Roberts' Elementary shows they have improved technology usage over three years, with some areas now at an "advanced" level, though they aim to reach the "target" level.
The document discusses technology education resources for Wake Village including an annual STaR Chart assessment, a long-range technology plan, and school data summary. It also explains that the STaR Chart is a self-assessment tool for Texas schools aligned with the state's 2006-2020 Long-Range Plan for Technology, which charts an educational technology course and provides recommendations. Additionally, it notes that the Schools and Libraries Program of the Universal Service Fund provides discounts for eligible schools and libraries to access affordable telecommunications and internet services.
Start Here: Simple Steps to get going with blended learningBilal Kathrada
This is my slide presentation that I use when workshopping institutes on implementing blended learning.
It is based on what I call my 4x4x4 system: 4 Phases, 4 Pillars and 4 Stages of learning.
This presentation documents many online math resources as well as how to go about jazzing up the creation of story problems using technology in 3rd Grade Math.
1. The document discusses geopolitics and the rise of new global powers, noting that countries can now choose to align with multiple superpowers rather than just one.
2. It also discusses globalization, how it has been fueled by the First World, and how multinational corporations have integrated economies worldwide and contributed to issues like outsourcing.
3. Additionally, it covers the growth of suburbs in the 19th-20th centuries and their increasing diversity in recent decades, as well as how new communities will need to be built to accommodate population growth.
The Texas STaR Chart is a tool used by teachers to assess their technology needs and set goals for integrating technology into teaching and learning. It measures four key areas: Teaching and Learning, Educator Preparation, Leadership and Support, and Infrastructure. Austin Elementary's 2008-2009 STaR Chart data showed they were at the "Developing Tech" level across all four areas. The STaR Chart website provides more information and helps schools determine professional development, funding priorities, and develop a technology vision.
This document discusses a science education module about substance use prevention, screening, referral, and treatment. It was funded by a grant from the National Institute on Drug Abuse. The module aims to help users understand addiction as a chronic illness similar to conditions like asthma and diabetes, and explore principles of effective prevention, screening and brief interventions, various treatment approaches, and recovery.
The document discusses the STaR Chart, which is used to help update or create a school district's technology plan. It measures student and teacher proficiencies in integrating technology and tracks progress on using federal funds. The STaR Chart assesses teaching and learning, educator preparation and development, leadership and infrastructure. Data from Roberts' Elementary shows they have improved technology usage over three years, with some areas now at an "advanced" level, though they aim to reach the "target" level.
The document discusses technology education resources for Wake Village including an annual STaR Chart assessment, a long-range technology plan, and school data summary. It also explains that the STaR Chart is a self-assessment tool for Texas schools aligned with the state's 2006-2020 Long-Range Plan for Technology, which charts an educational technology course and provides recommendations. Additionally, it notes that the Schools and Libraries Program of the Universal Service Fund provides discounts for eligible schools and libraries to access affordable telecommunications and internet services.
Day 11 april 15 effect literacy rt i (for slideshare)SVTaylor123
This document provides an agenda for a seminar on literacy professional development. The agenda includes sign-in, an overview of comprehensive literacy programs and interventions/progress monitoring. It discusses roles related to Response to Intervention implementation and previews the next coaching session. Participants will discuss chapters on selecting literacy materials and complete a coaching reflection for the final class.
The document outlines an agenda for a workshop on flipping the classroom.
The first part of the workshop from 2-4:30pm will include a discussion of what flipping the classroom means and implies for lesson planning. The second part from 4:55-7pm will include groups sharing examples of micro-flipped lessons from 5-6pm and updating e-blogs from 6-7pm.
The workshop agenda also includes groups designing a flipped lesson plan template, presenting and discussing their template with another group, and planning the before-and in-class parts of a flipped lesson using the agreed-upon template.
The document provides an evaluation form for a training session on enhancing oral communication skills. Based on the evaluation:
1. The session started and ended on time, the topic was relevant, and the objectives were achieved. Activities aligned with objectives and were appropriate for adult learners, with engaged participation.
2. The facilitator exhibited mastery of the topic, expressed ideas clearly, asked stimulating questions, and facilitated discussion to deepen learning. A positive learning environment was maintained.
3. Participants found the content appropriate and based on reliable sources. Contributions and engagement from all participants were encouraged. Support materials were appropriate and accessible. Program management was responsive and courteous.
This document provides information about a group project on Abraham Lincoln that students will complete. Students will be split into groups and assigned a time period of Lincoln's life to research. They will use approved websites to fill out a worksheet and create a PowerPoint presentation. Following group presentations, there will be a quiz. The project aims to develop 21st century skills and teach students about appropriate internet use and creating presentations.
This document provides instructions for a group project on Abraham Lincoln. Students will be split into groups and assigned a time period of Lincoln's life to research. Each group will use approved websites to gather information and fill out a worksheet. Groups will then present their findings in a 5 minute PowerPoint presentation. Following the presentations, there will be a quiz over Lincoln's life. The document outlines the project steps and provides evaluation criteria for assessing students' work.
Setting Information Literacy Goals for Your Classroom or Workplacekslovesbooks
This document discusses setting goals for information literacy in the classroom or workplace. It provides questions to help brainstorm personal goals for how students or others can engage with information. The questions address what skills are needed to succeed in current or future assignments, what lifelong information needs and skills are relevant to the field, and how information practices can be applied outside the classroom. The document encourages sharing goals and discusses focusing on at least two goals to improve information-related practices and eventually choosing one to base a project on.
This document summarizes a webquest activity for students to research Abraham Lincoln in groups. Students will be assigned a time period of Lincoln's life and complete worksheets and a presentation. They will use approved websites for research and develop skills like critical thinking, teamwork, and compromise. The teacher will assess students on content knowledge, computer use, delegation of work, organization, and writing. The goal is for students to learn about Lincoln and develop 21st century skills through group research and presentations.
The document appears to be a survey for students in an HDip in Computer Science course, asking about their experiences and opinions on various aspects of the online delivery of the course. Some of the key topics covered in the survey include the usefulness of onsite workshops, the module structure, use of technologies like Slack, quality of tutors and videos, and preparation for jobs in ICT. Many student responses praise the course delivery and technologies used, though some provide suggestions like having all lectures at the start of modules or increasing certain content areas.
Ga conference 13 solo bit from John SayersGeoBlogs
This document discusses strategies for solo learning including questioning techniques, planning lessons, developing core skills in students, providing feedback through critique, using rubrics for self-assessment, and ways to praise and reward students. Some key points include:
- Employing high-level questioning that allows students to progress in their learning and justifying answers.
- Planning lessons with clear objectives, building on prior knowledge, and opportunities for students to teach each other.
- Developing core skills in students like collaboration, problem-solving, and self-directed learning.
- Providing feedback through kind, specific, and helpful critique of student work and learning.
- Using transparent rubrics so students can self-assess their development and
The document outlines an assignment for students to learn about online safety and cyberbullying. It includes activities for students to research topics related to internet safety, create an informational video and Facebook page, and present their work to younger students. Some potential issues are identified, such as students not regularly using their school-provided email or being familiar enough with the collaboration platforms. Suggested solutions involve having students use their school email more often and providing pre-teaching on the collaboration tools. An alternative presentation method is proposed that avoids transportation issues by allowing younger students to view the high school students' work online.
This document provides an orientation for an online educational technologies course. It instructs students to sign in, take a playing card to find their table group, and begin filling out a Gmail document. It provides the course details, connects students to a Bible passage, includes an opening prayer, and begins an overview of the course which focuses on using technology as an educational tool to support student learning through online collaborative activities and learning experiences.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
This document summarizes a presentation on teaching information literacy skills for the workplace. The presentation discusses defining information literacy, assessing student learning, and incorporating real-world skills into assignments. Attendees participated in activities to brainstorm outreach strategies, map assignments to information literacy standards, and develop assessment methods. The goal is to ensure students graduate with skills employers need by designing assignments around authentic tasks and evaluating learning through work-relevant assessments.
This document contains reflections from activities related to developing technology skills and assisting other teachers in developing their skills. It discusses helping teachers learn new programs, providing strategies for student-centered learning, assisting teachers in addressing student diversity, and sharing resources on copyright and district tools. The reflections show the value of mentoring other teachers, engaging in ongoing learning, and applying skills to help administration and improve equitable access to technology.
Ir lesson 2 [guidelines and expectations]HannahTicoras
Students will learn about the guidelines and expectations for independent reading (IR) this year. They will discuss what they enjoyed and disliked about IR last year, as well as their hopes for this year. The teacher will explain that students will log their reading digitally once a week using Google Classroom. Students will then complete literacy and technology surveys independently to assess their reading interests and familiarity with technology. They will end with a 3-2-1 reflection exercise where they write down 3 things they now know about IR, 2 things they are excited for, and 1 remaining question. The lesson aims to help students understand and prepare for the digital logging component of IR this year using Google Forms and Classroom.
This document is Michael Kelly's electronic portfolio for his EDUC 537 course on designing web-based learning. The portfolio contains Michael's reflections on the four units of the course: theories of learning and multiple intelligences, project-based learning and web design tools, designing web-based learning projects, and online teaching and e-moderating. Michael discusses applying what he learned to his own teaching practices, including using concept maps, webquests, and constructivist approaches. He also reflects on a career-focused webquest project he created with classmates.
This document provides a lesson plan for a Grade 11 career guidance module. The module aims to help students determine the knowledge and skills needed for different professions and assess their suitability for preferred careers. It includes objectives, motivation activities like videos, main activities to identify skills for professions through games, application through roleplays, reflection through essays, evaluation, and an assignment to interview professionals. The lesson incorporates various teaching methods like group work, discussions, videos, games, roleplays, essays, and self-evaluation to help students explore career options and develop skills for their preferred careers.
Teaching tools for real life skills ga intl conf on infolit 2012-slideshareBetsy Clementson
This document provides an overview of a conference on teaching information literacy skills for the workplace. The conference agenda includes discussions on defining information literacy, evaluating assessment methods, and the skills employers want in new graduates. Presenters will explore ways to teach constituents and incorporate information literacy standards into assignments. Activities include brainstorming outreach methods, matching case studies to standards, and developing assessment plans. The goal is to help attendees develop work-relevant information literacy instruction that can be assessed.
This document outlines the key elements of an effective lesson plan:
1. Conduct formative assessments like CATs to check understanding and provide feedback.
2. Do pre-assessments to identify gaps in background knowledge and adjust pacing.
3. Use clear learning objectives (WALT) and success criteria (WILF) to motivate students and promote self-regulation.
It then details additional best practices like using motivators, real-world examples, differentiated activities, rubric-based self and peer assessment, and conclusion activities to check understanding. A variety of teaching strategies and resources are recommended to be selected based on learning objectives.
Day 11 april 15 effect literacy rt i (for slideshare)SVTaylor123
This document provides an agenda for a seminar on literacy professional development. The agenda includes sign-in, an overview of comprehensive literacy programs and interventions/progress monitoring. It discusses roles related to Response to Intervention implementation and previews the next coaching session. Participants will discuss chapters on selecting literacy materials and complete a coaching reflection for the final class.
The document outlines an agenda for a workshop on flipping the classroom.
The first part of the workshop from 2-4:30pm will include a discussion of what flipping the classroom means and implies for lesson planning. The second part from 4:55-7pm will include groups sharing examples of micro-flipped lessons from 5-6pm and updating e-blogs from 6-7pm.
The workshop agenda also includes groups designing a flipped lesson plan template, presenting and discussing their template with another group, and planning the before-and in-class parts of a flipped lesson using the agreed-upon template.
The document provides an evaluation form for a training session on enhancing oral communication skills. Based on the evaluation:
1. The session started and ended on time, the topic was relevant, and the objectives were achieved. Activities aligned with objectives and were appropriate for adult learners, with engaged participation.
2. The facilitator exhibited mastery of the topic, expressed ideas clearly, asked stimulating questions, and facilitated discussion to deepen learning. A positive learning environment was maintained.
3. Participants found the content appropriate and based on reliable sources. Contributions and engagement from all participants were encouraged. Support materials were appropriate and accessible. Program management was responsive and courteous.
This document provides information about a group project on Abraham Lincoln that students will complete. Students will be split into groups and assigned a time period of Lincoln's life to research. They will use approved websites to fill out a worksheet and create a PowerPoint presentation. Following group presentations, there will be a quiz. The project aims to develop 21st century skills and teach students about appropriate internet use and creating presentations.
This document provides instructions for a group project on Abraham Lincoln. Students will be split into groups and assigned a time period of Lincoln's life to research. Each group will use approved websites to gather information and fill out a worksheet. Groups will then present their findings in a 5 minute PowerPoint presentation. Following the presentations, there will be a quiz over Lincoln's life. The document outlines the project steps and provides evaluation criteria for assessing students' work.
Setting Information Literacy Goals for Your Classroom or Workplacekslovesbooks
This document discusses setting goals for information literacy in the classroom or workplace. It provides questions to help brainstorm personal goals for how students or others can engage with information. The questions address what skills are needed to succeed in current or future assignments, what lifelong information needs and skills are relevant to the field, and how information practices can be applied outside the classroom. The document encourages sharing goals and discusses focusing on at least two goals to improve information-related practices and eventually choosing one to base a project on.
This document summarizes a webquest activity for students to research Abraham Lincoln in groups. Students will be assigned a time period of Lincoln's life and complete worksheets and a presentation. They will use approved websites for research and develop skills like critical thinking, teamwork, and compromise. The teacher will assess students on content knowledge, computer use, delegation of work, organization, and writing. The goal is for students to learn about Lincoln and develop 21st century skills through group research and presentations.
The document appears to be a survey for students in an HDip in Computer Science course, asking about their experiences and opinions on various aspects of the online delivery of the course. Some of the key topics covered in the survey include the usefulness of onsite workshops, the module structure, use of technologies like Slack, quality of tutors and videos, and preparation for jobs in ICT. Many student responses praise the course delivery and technologies used, though some provide suggestions like having all lectures at the start of modules or increasing certain content areas.
Ga conference 13 solo bit from John SayersGeoBlogs
This document discusses strategies for solo learning including questioning techniques, planning lessons, developing core skills in students, providing feedback through critique, using rubrics for self-assessment, and ways to praise and reward students. Some key points include:
- Employing high-level questioning that allows students to progress in their learning and justifying answers.
- Planning lessons with clear objectives, building on prior knowledge, and opportunities for students to teach each other.
- Developing core skills in students like collaboration, problem-solving, and self-directed learning.
- Providing feedback through kind, specific, and helpful critique of student work and learning.
- Using transparent rubrics so students can self-assess their development and
The document outlines an assignment for students to learn about online safety and cyberbullying. It includes activities for students to research topics related to internet safety, create an informational video and Facebook page, and present their work to younger students. Some potential issues are identified, such as students not regularly using their school-provided email or being familiar enough with the collaboration platforms. Suggested solutions involve having students use their school email more often and providing pre-teaching on the collaboration tools. An alternative presentation method is proposed that avoids transportation issues by allowing younger students to view the high school students' work online.
This document provides an orientation for an online educational technologies course. It instructs students to sign in, take a playing card to find their table group, and begin filling out a Gmail document. It provides the course details, connects students to a Bible passage, includes an opening prayer, and begins an overview of the course which focuses on using technology as an educational tool to support student learning through online collaborative activities and learning experiences.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
This document summarizes a presentation on teaching information literacy skills for the workplace. The presentation discusses defining information literacy, assessing student learning, and incorporating real-world skills into assignments. Attendees participated in activities to brainstorm outreach strategies, map assignments to information literacy standards, and develop assessment methods. The goal is to ensure students graduate with skills employers need by designing assignments around authentic tasks and evaluating learning through work-relevant assessments.
This document contains reflections from activities related to developing technology skills and assisting other teachers in developing their skills. It discusses helping teachers learn new programs, providing strategies for student-centered learning, assisting teachers in addressing student diversity, and sharing resources on copyright and district tools. The reflections show the value of mentoring other teachers, engaging in ongoing learning, and applying skills to help administration and improve equitable access to technology.
Ir lesson 2 [guidelines and expectations]HannahTicoras
Students will learn about the guidelines and expectations for independent reading (IR) this year. They will discuss what they enjoyed and disliked about IR last year, as well as their hopes for this year. The teacher will explain that students will log their reading digitally once a week using Google Classroom. Students will then complete literacy and technology surveys independently to assess their reading interests and familiarity with technology. They will end with a 3-2-1 reflection exercise where they write down 3 things they now know about IR, 2 things they are excited for, and 1 remaining question. The lesson aims to help students understand and prepare for the digital logging component of IR this year using Google Forms and Classroom.
This document is Michael Kelly's electronic portfolio for his EDUC 537 course on designing web-based learning. The portfolio contains Michael's reflections on the four units of the course: theories of learning and multiple intelligences, project-based learning and web design tools, designing web-based learning projects, and online teaching and e-moderating. Michael discusses applying what he learned to his own teaching practices, including using concept maps, webquests, and constructivist approaches. He also reflects on a career-focused webquest project he created with classmates.
This document provides a lesson plan for a Grade 11 career guidance module. The module aims to help students determine the knowledge and skills needed for different professions and assess their suitability for preferred careers. It includes objectives, motivation activities like videos, main activities to identify skills for professions through games, application through roleplays, reflection through essays, evaluation, and an assignment to interview professionals. The lesson incorporates various teaching methods like group work, discussions, videos, games, roleplays, essays, and self-evaluation to help students explore career options and develop skills for their preferred careers.
Teaching tools for real life skills ga intl conf on infolit 2012-slideshareBetsy Clementson
This document provides an overview of a conference on teaching information literacy skills for the workplace. The conference agenda includes discussions on defining information literacy, evaluating assessment methods, and the skills employers want in new graduates. Presenters will explore ways to teach constituents and incorporate information literacy standards into assignments. Activities include brainstorming outreach methods, matching case studies to standards, and developing assessment plans. The goal is to help attendees develop work-relevant information literacy instruction that can be assessed.
This document outlines the key elements of an effective lesson plan:
1. Conduct formative assessments like CATs to check understanding and provide feedback.
2. Do pre-assessments to identify gaps in background knowledge and adjust pacing.
3. Use clear learning objectives (WALT) and success criteria (WILF) to motivate students and promote self-regulation.
It then details additional best practices like using motivators, real-world examples, differentiated activities, rubric-based self and peer assessment, and conclusion activities to check understanding. A variety of teaching strategies and resources are recommended to be selected based on learning objectives.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Technology action plan
1. Cheryl Woodruff EDLD 5352 Week 4 Assignment
Wake Village Elementary School
Texarkana Independent School
District
Technology Organizational Chart
2. Cheryl Woodruff EDLD 5352 Week 4 Assignment
Technology Action Plan
Vision Statement:
In conjunction with Wake Village Elementary School’s vision, the campus will provide a quality
education that promotes learning incorporating the use of 21st century technology for 21st
century learners
Professional Development Planning:
Purpose: Teachers will learn how to access data from TEA website: AEIS data,
STaR Chart information, and TAKS cummulative data
Activity #1: Scavenger Hunt: Teachers will be given specific information to collect as
grade level collaborative groups. Information will be collected from
individual computers within a given timeframe.Teachers will then be called
back to the main group. A presentation provided to the whole group on the
data from the STaR Chart with the primary focus on the purpose for the need
for professional development to address the weakness in the area of Teaching
and Learning. Names will be drawn for give- away prizes from the Prize
Table.
Purpose: Teachers will access lesson plans from campus available websites and other
Sources to learn the value of what is available. Teachers will explore the use
Project based activities, blogs, educational websites to explore ways to
Incorporate differentiated instruction within the confines of individual
classrooms or collaborative lessons.
3. Cheryl Woodruff EDLD 5352 Week 4 Assignment
Activity #2: Teachers will complete a chart displaying websites, technology tools,
Projects used in their classrooms successfully. Chart pages will be displayed
at front wall. Time will be allowed for teachers to copy down any
information they wish to keep.
Purpose: Allow Teacher Leaders to shine. Teacher Leader volunteers will provide mini-
lesson on selected areas of interest to teachers who need further assistance ‘
for specific websites or technology tools addressing the areas of Teaching
and Learning as evidenced in the STaR Chart data.
Activity #3: Divide into smaller groups and allow teacher leaders to present a lesson in
their classrooms. This is to allow hands-on learning for teachers.
Volunteer teachers will get to choose a gift from the prize table.
Purpose: In order to address area of weakness as noted from AEIS and Campus TAKS
Data, teachers will address the need for differentiated instruction for Math.
Help facilitate and increase teachers’ knowledge of available technology tools
and resources to address deficits in Math skills.
Activity #4: Technology coach, Lead 3rd, 4th, 5th grade level teachers, and facilitator will
present available websites, lesson plan opportunities, and projects ideas from
Education City, Eduphoria,Brainpop, Facts for Me, Discovery Education, and
4. Cheryl Woodruff EDLD 5352 Week 4 Assignment
Study Island. Teachers will divide into smaller groups and divide among the
three campus computer labs to provide hands-on learning of available
technology tools.
Purpose: Create an online collaborative professional community for staff.
Activity #5: This activity will be led by the Campus Technology Coach, One computer
Lab technician/Teacher, and the Professional Development Facilitator. This
is activity will be conducted while the staff is still divided in the computer
labs. Staff will be directed and led to create their own blogs.
Achievement and Assessment:
Between each activity, teachers and staff will complete part of an evaluation tool.
The tool will be as one evaluation but parts specific to the activity and divided accordingly.
This assessment is important to address current needs, ongoing assessment of the project, and
evaluation of the project as a whole
Evaluation Instrument:
Activity 1:
1. How useful was this activity for you specifically?
Very Useful Useful Satisfactory Not useful Not needed
5 4 3 2 1
2. Was the information presented something you already had detailed knowledge about?
YES NO
5. Cheryl Woodruff EDLD 5352 Week 4 Assignment
3. Did you already know how to access and read the STaR Chart and AEIS information?
YES NO
Activity 2:
1. How useful was this activity for you specifically?
Very Useful Useful Satisfactory Not useful Not needed
5 4 3 2 1
2. Was the information provided something you might use in the future?
YES NO
3. Did you enjoy the collaborative effort of this activity?
YES NO
Activity 3:
1. How useful was this activity for you specifically?
Very Useful Useful Satisfactory Not useful Not needed
5 4 3 2 1
2. Was the information provided something you might use in the future?
YES NO
3. Did you enjoy the collaborative effort of this activity?
YES NO
Activity 4:
1. How useful was this activity for you specifically?
Very Useful Useful Satisfactory Not useful Not needed
5 4 3 2 1
2. Was the information provided something you might use in the future?
YES NO
3. Did you enjoy the collaborative effort of this activity?
YES NO
6. Cheryl Woodruff EDLD 5352 Week 4 Assignment
Activity #5:
1. How useful was this activity for you specifically?
Very Useful Useful Satisfactory Not useful Not needed
5 4 3 2 1
2. Was the information presented something you already had detailed knowledge about?
YES NO
3. Did you already know how to create and use a blog/blogspot?
YES NO
4. Will you be able to help the children in your classroom create a blog?
YES NO
There will be a short evaluation questionnaire given to each staff member at 3 week intervals
over the next 2 grading periods. (Note: this will account for 4 total questionnaires gathered.)
1. As a result of the information presented during the staff development session, how
much would you say you are continuing to use that information?
Much Not so much Little Very Little None
5 4 3 2 1
2. How much did the information presented help you in your specific area of work?
Much Not so much Little Very Little None
5 4 3 2 1
3. How interested would you be in receiving extra training specific to your area of need?
Much Not so much Little Very Little None
5 4 3 2 1
4. Do you enjoy and use the blogspot you created?
YES NO Some Never