Part 1: Topic

Description of the Audience

The primary audience consists of certified reading teachers for Fulton County. The Fulton
County teachers will teach and provide supportive learning services to students in 2
nd
grade. This
worksho[ST1] p will be required for any faculty member that has any type of direct instruction
with this population of student. The Fulton County strategic plan states that the District and
school leaders are directly accountable for achieving the objectives and initiatives outlined in
each schools plan.[ST2]


Problem Identification

Fulton County School District is in the process of making sure that all students are
college and career ready. This district is serious about educating every student and
making sure they are able to be responsible productive citizens. To reach this goal they
have come up with a strategic plan for 2017. This plan aims to improve student
achievement over the next five year. The goals that are in place for the district is to
make sure the graduation rate is 90%, college readiness 85%, and career readiness
100%.

Creating internet based activities will be something new implemented in Fulton County.
Since this is a new idea, the teachers will have to plan and work together to make sure
they are creating internet- based instructions that are aligned. Since this is a new plan
for teachers, they will have to rely on different resources to help them with creating
internet based instruction. The teacher must also assess the student to see if the
particular program is effective or not for that particular child. If the program is created
and used correctly then you should see the students reading level improve[ST3] . When
looking at the data for reading in the district you can tell that the levels are extremely
low. When implementing this[ST4] you will be able to help raise the reading levels.

Mariah, you give a good introduction to the problem, but then you jump to reading
improvements with no explanation why. Also, are you saying that the teachers do not
have the skills needed to create Internet based activities? By clarifying the problem in
terms of where the teachers performance is right now, you can clarify the need for your
instruction a bit better. Provide more details and tie your unit to the problem.

Instructional Goals

At the end of the online instruction unit, the teachers in Fulton County School district will create
an internet- based activity for an instructional plan to increase students in 2
nd
grade reading level
by two book levels.






[ST1]Mariah, we are not developing a workshop. It is an instructional unit.
[ST2]How does this sentence relate to your target audience? Please clarify.
[ST3]Are you just focusing on reading or any subject. You need to clarify what your target
instruction is and why only reading.
[ST4]What does this refer to?
[ST5]Good, is this the only goal you want your teachers to achieve?


Part 2: Learner Analysis[ST1]
Introduction:

The group of learners that this is targeted towards is a 2nd grade class at C.H. Gullatt
Elementary School in Union City, Georgia. The class is made up of 7 and 8 year old
students. When analyzing the classroom, the majority of the students are girls. There
are 11 girls and 9 boys. The class is made up of 11 African Americans, 5 Hispanics, and
4 Caucasian students. Out of the 20 students in my classroom, 9 of those students are
in the Early Intervention Program. This is a program that service students who are
struggling with reading, math, or both. This is not a special education program, it is just
a program designed to help students that are struggling to? receive a small group
setting of the material. 2[ST2] students in this class are serviced by the special education
department.

The information for my learner analysis was obtained by using the BAS[ST3]
assessment. The BAS assessment also provided some knowledge of entry level word
recognition, as well as the current reading level of the students. For the data to be
accurate it was collected the first two weeks of school. This allowed the teachers to
know where the students were reading, and comprehension level wise. There were
many teacher observations and interviews conducted to gain information about the
learners. The history of income in this community was also obtained. The school is a
title 1 school, which means the income in this community is very low. Many of the
students qualify for free and reduced lunch. I pulled the students permanent record and
I was able to see which students were in the process of SST[ST4] , response to
intervention program, students who were held back, and students who participated in
any of the academic auxiliary programs.

Entry Skills and Prior Knowledge:

Prerequisite skill & knowledge:
Most know their pre- primer sight words
Most were able to read a kindergarten level book
Most students were able to reach the first part of first grade reading level
Most learners have no experience with answering comprehension question about
what they read
Most learners have no experience writing on a topic about a book they read

Prior Experience:
Many learners have not created an internet- based activities that will help raises the
students reading level

Common errors:
Materials are not aligned with the Fulton County District plan
The content that is created is does not fit the level of the students
Did not properly include expectation when planning what the students are to do
Did not create a progress monitoring sheet for the students
Content is not rigorous enough for the students

Potential Misconceptions
2
nd
grade students do not know how to properly use the computer
Takes up too much time to properly track the students
There is not enough time in the day to allow the students to work on these programs
The information that was attained was from administering the BAS assessment. The
assessment results showed that more that 50% of the 2
nd
grade students scored less
than a 2
nd
grade reading level. In addition to the BAS assessment they were given a
common assessment. This assessment was based on information that the students
were supposed to know before entering 2
nd
grade. After reviewing the assessments
many of the students did not score on a second grade level. The 2
nd
grade learners
were also observed during small group reading.

Attitudes Toward Content & Academic Motivation

Many of the students do not take the test very serious. They consider this just an
activity, and they do not try to do their best on the assessment. After talking with the
class about how important it is for them to read so we are all able to read hard books,
many of the students did not really understand why it is so important. I told the students
that it is very important for them to read on a second grade level so they can be ready
for 3
rd
grade next year. When I told the students to show me on their fingers with 1
meaning they are not a good reader and 5 being a great reader, all of the students held
up a number 5. The students considered themselves to very good readers. When I
asked the students who read every day only a few of the students raised their hands. I
asked the students why not. Many of the students told me that it is boring, and they do
not have any books at home. I gathered the results about their attitudes toward content
and motivation from a student survey.

Educational Ability Levels

After looking at the students record from first grade many of the students entered 1
st

grade not knowing the material that they needed to know for that grade. Half of the
students were performing on a mid year kindergarten level. The students overall score
showed that the students were struggling in kindergarten with their basic reading skills.
A few of the students are performing on grade level, and three of the students are
performing above grade level. Many of the students require the needed review of their
basic reading skills before moving on.

General Learning Preferences

The 2
nd
grade learners are very hand on. When doing different reading skills the
students have to touch and move things so that they are able to have something in their
hands while working on the concept. This helps the students with learning the material.
This information was gathered from teacher observation with the skills.

Attitude Toward Teachers and School

When talking with the students they seemed to have loved their teachers from last year.
Many of the students said that their teachers only read to them and they never were
required to read books on their own. Only 3 of the students said their teachers were
mean and they did not help them with their reading. The students were verbally asked
and half of the students said they came to school because mom and dad make them,
and the other students said they love their teacher and school.

Group Characteristics

The school where the information was obtained is located in a community where the
income is median or poverty rate. 70% of the students in my class receive free lunch.
The class is made up of all students on grade level except 2 students. The two students
who are not in their correct grade are repeaters from last year. The school is majority
African- Americans and all the students speak fluent English. The Hispanic students
that are in the class speak English too. Many of the students are not prepared for class
and always need pencil and paper. The students are very engaged and area eager to
please the teacher when reading in small group.


[ST1]Mariah, your learner analysis need to describe your target audience, which for your module
is teachers and not students. The purpose of your module is to train teacher on designing
Internet-based activities. Therefore, your learners are 2nd grade teachers and not 2
nd
grade
students. Please make the changes to align your learner analysis with your target audience.
[ST2]Never start a sentence with a numeral.. (Two)
[ST3]What does it stand for?
[ST4]?


Task Analysis
I conducted the task analysis using a procedural analysis. Using the procedural analysis helped
me to make sure I had an ordered sequence of steps a learners must execute to complete the task.
I started by developing a very detailed outline of the different steps that the teachers must go
through to be successful when completing their task. I opened the book adventure website and
went through each one of the steps to make sure that all details were included. This gave me a
chance to make sure that I did not skip any steps.
Task Analysis Outline Mariah, this is an excellent task analysis
1. Access Fulton County Portal
1.1. Click on the icon Book Adventure
2. Registration/ Account Information
2.2.1 Create book Adventure account
2.2.2 Forgot Password
2.2.3 Check to make sure you have the correct username and password
2.2.4 Check the spelling and caps lock
2.2.5 Click reset password link
2.2.6 Answer password reset question
2.2.7 Contact customer service for account reset if you are not successful with challenge
question

3. Create Teacher Profile
3.1. Input Full name
3.2. Input School System
3.3. Input Email Address
3.4. Input Telephone Number

4. Create My Classroom
4.1. Input Classes/ Students Names
4.2. Input Parent E-Mail Address
4.3. Input Teams
4.4. Input Contests
4.5. Input Booklists
4.6. Input Reports
4.7. Input Teacher Profile
4.8. Print each childs username and password after they are created and sent to your email
address

5. Assigning Books
5.1. Input student reading levels
5.2. Go to Book Finder
5.3. If you need help you can get Sherlock Bailey to help you find a book. Tell him the grade
level you are interested in. You can print out a list of books from Export to Excel.
5.4. Assign books to students based on their reading level.
5.5. If you are looking for a particular book and it is not present ask your media specialist.
5.6. Assign books and deadline to the student.

6. Creating Quiz
6.1. Click on create a quiz
6.2. Select question delivery (ex. See 5 questions; see all ten questions, etc.)
6.3. Send quiz to students who need to take it.

7. Save Page
7.1. Use save button to save all changes that has been made
7.2. Look for the message to appear that the messages have been saved
7.3. Must save each time you make a change
7.4. If you did not mean to press the save button press cancel and go back to editing

8. Log out when finished
8.1. Click Log Out link the top right- hand corner of the page

Subject Matter Expert (SME)
My subject matter expert is the current media specialist at Gullatt Elementary School. His name
is Duane Wilson. Mr. Wilson education consists of a bachelors degree in Health & PE from
Georgia State University in Atlanta, Georgia. He obtained his masters degree in Instructional
Technology for Florida State University.
Mr. Wilson qualifications consist of being the team leader for the media specialist and
technology specialist at the school. His job requires him to develop learning tools on how to
implement technology in the classroom. Mr. Wilson agreed to be my subject matter expert
because he thinks that this will be a very good task to share with the staff members.

Key Assessment Part IV

Terminal Objective 1: To analyze the book adventure program
Enabling Objectives:
1A. Set up Book Adventure
1B. Create class list
[ST1]
Terminal Objective 2: To develop skills for [ST2] raising reading levels
Enabling Objectives:
2A. To define vocabulary words
2B. To describe fluency
2C. To describe comprehension

Terminal Objective 3: To demonstrate the understanding of how to use book adventure
Enabling Objectives:
3A. Assign books according to reading levels
3B. Create individual programs according to the specific child

Mariah, your objectives do not align with your task analysis. Make sure to cover your task
analysis with your objectives. In addition, make sure you have 3 enabling objectives for each
terminal objective and that you specify their domains. Also, make sure all of your objectives are
measurable in an online environment.

Classification of Instructional Objectives: This classification will change once you review your
objectives.

Content

Performance
Recall Application
Fact 2A
Concept
Principles 2B, 2C, 3A 2,3
Procedure 1A, 1B,3B 1
Interpersonal
Attitude









Relationship between Instructional Objectives and Standards:
Instructional Objectives Georgia Performance StandardsCommon
Core
1
ELACC2RL10: By the end of the year,
read and comprehend literature, including
stories and poetry, in the grades 2-3 text
complexity band proficiently, with
scaffolding as needed at the high end of
the range.

1A
1B
2
ELACC2RF4: Read with sufficient
accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and
understanding.
b. Read on-level text orally with
accuracy, appropriate rate, and expression
on successive readings.
c. Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.

2A
2B
2C
3
ELACC2RF4: Read with sufficient
accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and
understanding.
b. Read on-level text orally with
accuracy, appropriate rate, and expression
on successive readings.
c. Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary.

3A
3B



[ST1]Mariah, do these 2 objectives lead to having your learners analyze the book adventure
program? It looks it is more a procedure of knowing how to create a class list and set up a book
adventure. No analysis.
[ST2]This is not a measurable objective, in this context. An alternative will be to demonstrate
the skills. However, again your enabling objectives focus on recall of facts and not application of
skills. Choose verbs that align together. Think of it as the terminal being the sum or end result of
enabling.

Development of Assessments[ST1]
Lesson 1: Introduction to the Book Adventure Program
Objective 1: Given a picture of the buttons from the book adventure program, the learner will be
able to identify the buttons and their functions.
Enabling Objectives:
1A. Discuss the functionality of the buttons together.
1B. Identify each of the buttons on the book adventure page.
1C. List the functions of each of the book adventure buttons.
Assessment: Learners will take a quiz about the[ST2] buttons available in the Book Adventure
Program.
UDL Principles: Learners will take a quiz about the buttons that they will be using in the book
adventure program. Learners will have extended time to complete the assignment if needed. The
learners who are struggling with the knowledge of the content will have a quiz where they will
be required to match the correct button with its function. These learners will not have to write the
function of that button. This represents multiple means of representation because information is
provided in a format that will allow the learner to adjust the material. [ST3]
Lesson 2: Understand the basic steps to assigning a book
Objective 2: Using the screenshot method, the learner will be able to demonstrate their
understanding of assigning leveled book.
Enabling Objectives:
2A. Analyze the functionality of the assigning books tab.
2B. Demonstrate how to assign books based on students individual levels.
2C. Describe how to assign book deadlines to individual students.
Assessment: Learners will complete a screencast [ST4] based on a rubric that required them to
walk through the basic steps of assigning a leveled book.
UDL Principles: The learner will have a choice in what steps they will include in their
screencast. The represents the multiple means of representation and multiple means of
expression. Learners who are having difficulty making a screencast they will be given the option
to create a script for the screencast. The learners who need extra time will be given that time.
Lesson 3: Inserting Individual Quizzes
Objective 3: Given a list of book levels, the learner will be able to describe how to create
individual quizzes.
Enabling Objectives:
3A. Distinguish between creating a quiz and selecting a quiz that is already made.
3B. Analyze the appropriate quiz delivery questions.
3C. Identify how to send quizzes to individual students.
Assessment: Learners will complete a brief powerpoint based on a checklist that requires them
to distinguish creating a quiz and selecting a quiz that is already made.[ST5]
UDL Principles: The learners will choose the method of the discussion activity, which allows
for multiple mean of representation and expression. The learners will be given a choice if they
want to complete a discussion activity or a powerpoint to demonstrate their knowledge of the
creating and selecting a quiz. Extended time will be provided to learners who need it and
modifications will be provided for learners who may need additional assistance.
Lesson 4: Using book levels to assign quizzes
Objective 3: Given a list of book levels, the learner will be able to describe how to create
individual quizzes.
Enabling Objectives:
3A. Distinguish between creating a quiz and selecting a quiz that is already made.
3B. Analyze the appropriate quiz delivery questions.
3C. Identify how to send quizzes to individual students.
Assessment: The learner will use the list from assignment 2 to practice sending and creating
individual quizzes[ST6] . Learners will post in the discussion board the steps they had to take with
assigning and creating the quizzes, and they must also include some challenges that they had.
The learners will be given a rubric for this assignment.
UDL Principles: The learners that are struggling creating assigning the books will discuss this in
their post. Extended time will be given to students who may need it. This represents multiple
means of expression.[ST7]
Lesson 5: Completing the book Adventure Process
Terminal Objective: After completing the instructional unit, the learner will demonstrate their
ability to use have students who are [ST8] on different levels being put in the computer, and
successfully assign them their needed material.
Assessment: Learners will complete a final project based [ST9] on a rubric that requires them to
use the skills they have learned to create a model student.
UDL Principles: The project allows for multiple means of expression and multiple means of
representation in that the learner can choose their students and the levels. This will also allow the
learner to feel like they have control over the students, their levels, quizzes, and show the
students progress. Learners will have access to all the material from the course available to them
from. The will be given extended time if needed.


Assessment 1
Identify each button on the Book Adventure website. Include a short brief summary of their
functions.


























Assessment 1- Answer Key
Identify each step to the log in
screen (10 points each). Include a brief summary of what you are supposed to do for each part
(10 points each).







Sign
In
screen

Search
for a
book



Fill in the spaces
with your
personal
information














Create or select a quiz












Input students individual levels for books





Differentiated Assessment 1
Match the correct picture with its function by writing the correct letter next to the picture it
corresponds with.




















a. Input students individual level for books
b. Sign in Screen
c. Search for a book
d. Create or select a quiz











Differentiated Assessment 1- Answer Key
Match the correct picture with its function by writing the correct letter next to the picture it
corresponds with.







B



C











D











a. Input students individual level for
books
b. Sign in Screen
c. Search for a book
d. Create or select a quiz



A












Assessment 2:
You will be creating a screencast video showing your understanding on how to assign leveled
books to individual students. A Screencast is a digital recording of computer screen output, also
known as a video screen capture. Make sure you provide content that is clear, well-organized,
and flows well. Make sure you give a brief introduction to the screencast. Here is the rubric you
will follow:

Unaccep
table
(0 Point)
Passing
(1
Point)
Accepta
ble
(2-3
Points)
Target
(4-5
Points)

Introduction
Screencast
does not
include an
introduction
.
-Purpose
of
screencast
unclear
-Lacks
appeal or
relevance
for
audience.
-Name
stated, but
not clear.
-Purpose of
screencast
is clearly
stated
-Appeals to
audience
with a
question or
hook.
-Introduces
screencast.
-Purpose
of
screencast
clearly &
creatively
stated
-Draws
the
audience
in with
compellin
g
questions
or exciting
hook.
-
Screencast
introduced
topic not
only
clearly,
but
creatively
as well.
/5
Content

Content of
the
screencast
does not
adequately
cover the
selected
topic.
-Some
ideas are
inaccurate
-Some
ideas are
out of
order
-Includes
only 1
main idea
-All
informatio
n is
accurate
-All
informatio
n is on-
topic &
presented
in a logical
-All
informatio
n is
accurate
and
sources
are cited
-All
informatio
n is on-
/10
-
Applicatio
n of term
is
incomplete
or doesnt
make
sense.
order
-Includes at
least 2
main ideas
that
describe
the term
-Includes at
least 1
application
of this term
-Length of
Screencast
kept the
audience
focused,
but not
fully
engaged
-Length
was mostly
fitting for
the topic.
topic &
presented
in a
logical
order
-Includes
more than
2 main
ideas that
describe
the term
-Includes
2 or more
applicatio
ns of this
term -
Length of
Screencast
kept the
audience
fully
engaged
-Length
was fitting
for the
topic.
Audio
Audio is
difficult to
hear
without
headsets or
is otherwise
distorted.
Pace of the
narration
is
adequate;
audio has
some
drop out.
-Well-
rehearsed
& almost
always
smooth
delivery
-Voice is
clear and
expressive
-Voice
volume fits
presentatio
n
-Some
extra noise
or dead
space that
does not
interfere
with
meaning.

/5

20
Possib
le
Points 20


Mariah,
Very nice work on your assessment. Make sure you include the choices in the
instructions for each assessment item. Please add a small introductory paragraph
describing whether this is a criterion referenced or performance based assessment. Let me
know if you have questions.




















Differentiated Assessment 2

Unaccep
table
(0 Point)
Passing
(1
Point)
Accepta
ble
(2-3
Points)
Target
(4-5
Points)

Content Outline/ and Script

Script or
content
A script is
included in
A content
outline and
A
thorough
/5
outline was
not
uploaded to
web
repository
by due date.
web
repository
by the due
date.
script was
included in
web
repository
by due
date.
content
outline
and script
were
uploaded
to the web
repository
by due
date.
Introduction
Screencast
does not
include an
introduction
.
-Purpose
of
screencast
unclear
-Lacks
appeal or
relevance
for
audience.
-Name
stated, but
not clear.
-Purpose of
screencast
is clearly
stated
-Appeals to
audience
with a
question or
hook.
-Introduces
screencast.
-Purpose
of
screencast
clearly &
creatively
stated
-Draws
the
audience
in with
compellin
g
questions
or exciting
hook.
-
Screencast
introduced
topic not
only
clearly,
but
creatively
as well.
/5
Content
Counts twice


Content of
the
screencast
does not
adequately
cover the
selected
topic.
-Some
ideas are
inaccurate
-Some
ideas are
out of
order
-Includes
only 1
main idea
-
Applicatio
n of term
-All
informatio
n is
accurate
-All
informatio
n is on-
topic &
presented
in a logical
order
-Includes at
least 2
-All
informatio
n is
accurate
and
sources
are cited
-All
informatio
n is on-
topic &
presented
in a
/10
is
incomplete
or doesnt
make
sense.
main ideas
that
describe
the term
-Includes at
least 1
application
of this term
-Length of
Screencast
kept the
audience
focused,
but not
fully
engaged
-Length
was mostly
fitting for
the topic.
logical
order
-Includes
more than
2 main
ideas that
describe
the term
-Includes
2 or more
applicatio
ns of this
term -
Length of
Screencast
kept the
audience
fully
engaged
-Length
was fitting
for the
topic.

20
Possib
le
Points 20
You will be creating a screencast script showing your understanding on how to assign leveled
books to individual students. A Screencast is a digital recording of computer screen output, also
known as a video screen capture. Make sure you provide content that is clear, well-organized,
and flows well. Make sure you give a brief introduction to the screencast. Here is the rubric you
will follow:
Assessment 3
Learners will complete a brief powerpoint based on a checklist that requires
them to distinguish creating a quiz and selecting a quiz that is already made.
CATEGORY Excellent-4 Good-3 Satisfactory-2 Needs
Improvement-1
Content -
Accuracy
All content
throughout the
presentation is
Most of the
content is
accurate but
The content is
generally
accurate, but
Content
confusing or
contains more
accurate. There
are no factual
errors.
there is one
piece of
information that
seems
inaccurate.
one piece of
information is
clearly
inaccurate.
than one factual
error.
Sequencing of
Information
Information is
organized in a
clear, logical
way. It is easy to
anticipate the
next slide.
Most information
is organized in a
clear, logical
way. One slide
or piece of
information
seems out of
place.
Some
information is
logically
sequenced. An
occasional slide
or piece of
information
seems out of
place.
There is no clear
plan for the
organization of
information.
Effectiveness Project includes
all material
needed to give a
good
understanding of
the topic. The
project is
consistent with
the driving
question.
Project is
lacking one or
two key
elements.
Project is
consistent with
driving question
most of the time.
Project is
missing more
than two key
elements. It is
rarely consistent
with the driving
question.
Project is lacking
several key
elements and
has
inaccuracies.
.Project is
completely
inconsistent with
driving question.
Use of
Graphics
All graphics are
attractive (size
and colors) and
support the topic
of the
presentation.
A few graphics
are not
attractive but all
support the topic
of the
presentation.
All graphics are
attractive but a
few do not
support the topic
of the
presentation.
Several graphics
are unattractive
AND detract
from the content
of the
presentation.
Text - Font
Choice &
Formatting
Font formats
(color, bold,
italic) have been
carefully planned
to enhance
readability and
content.
Font formats
have been
carefully
planned to
enhance
readability.
Font formatting
has been
carefully
planned to
complement the
content. It may
be a little hard to
read.
Font formatting
makes it very
difficult to read
the material.
Spelling and
Grammar
Presentation has
no misspellings
or grammatical
errors.
Presentation
has 1-2
misspellings, but
no grammatical
errors.
Presentation
has 1-2
grammatical
errors but no
misspellings.
Presentation has
more than 2
grammatical
and/or spelling
errors.

























Differentiated Lesson 3
Learners will complete a discussion based on a checklist that requires them
to distinguish creating a quiz and selecting a quiz that is already made.
Class Discussion Rubric
5 4 3 2 1
Quality of
Comments
Timely and
appropriate
comments,
thoughtful
and
Volunteers
comments,
most are
appropriate
and reflect
Volunteers
comments
but lacks
depth, may
or may not
Struggles but
participates,
occasionally
offers a
comment
Does not
participate
and/or only
makes
negative or
reflective,
responds
respectfully
to other
student's
remarks,
provokes
questions
and
comments
from the
group
some
thoughtfulnes
s, leads to
other
questions or
remarks from
student and/or
others
lead to other
questions
from students
when
directly
questioned,
may simply
restate
questions or
points
previously
raised, may
add nothing
new to the
discussion or
provoke no
responses or
question
disruptive
remarks,
comments
are
inappropriat
e or off
topic
Resource/Documen
t Reference
Clear
reference to
text being
discussed
and
connects to
it to other
text or
reference
points from
previous
readings and
discussions
Has done the
reading with
some
thoroughness,
may lack
some detail or
critical insight
Has done the
reading;
lacks
thoroughness
of
understandin
g or insight
Has not read
the entire
text and
cannot
sustain any
reference to
it in the
course of
discussion
Unable to
refer to text
for evidence
or support
of remarks
Active Listening
Posture,
demeanor
and
behavior
clearly
demonstrate
respect and
attentiveness
to others
Listens to
others most of
the time, does
not stay
focused on
other's
comments
(too busy
formulating
own) or loses
continuity of
Listens to
others some
of the time,
does not stay
focused on
other's
comments
(too busy
formulating
own) or loses
continuity of
Drifts in and
out of
discussion,
listening to
some
remarks
while clearly
missing or
ignoring
others
Disrespectfu
l of others
when they
are
speaking;
behavior
indicates
total non-
involvement
with group
or
discussion.
Shows
consistency in
responding to
the comments
of others
discussion.
Shows some
consistency
in responding
to the
comments of
others
discussion
Lesson 4
Learners will complete discussion based on a rubric that requires them to use the given levels to
create individual quizzes. You will be given the 5 students will their reading levels.
5 4 3 2 1
Quality of
Comments
Timely and
appropriate
comments,
thoughtful
and
reflective,
responds
respectfully
to other
student's
remarks,
provokes
questions
and
comments
from the
group
Volunteers
comments,
most are
appropriate
and reflect
some
thoughtfulnes
s, leads to
other
questions or
remarks from
student and/or
others
Volunteers
comments
but lacks
depth, may
or may not
lead to other
questions
from students
Struggles but
participates,
occasionally
offers a
comment
when
directly
questioned,
may simply
restate
questions or
points
previously
raised, may
add nothing
new to the
discussion or
provoke no
responses or
question
Does not
participate
and/or only
makes
negative or
disruptive
remarks,
comments
are
inappropriat
e or off
topic
Resource/Documen
t Reference
Clear
reference to
text being
discussed
and
connects to
it to other
text or
Has done the
reading with
some
thoroughness,
may lack
some detail or
critical insight
Has done the
reading;
lacks
thoroughness
of
understandin
g or insight
Has not read
the entire
text and
cannot
sustain any
reference to
it in the
course of
Unable to
refer to text
for evidence
or support
of remarks
reference
points from
previous
readings and
discussions
discussion
Active Listening
Posture,
demeanor
and
behavior
clearly
demonstrate
respect and
attentiveness
to others
Listens to
others most of
the time, does
not stay
focused on
other's
comments
(too busy
formulating
own) or loses
continuity of
discussion.
Shows
consistency in
responding to
the comments
of others
Listens to
others some
of the time,
does not stay
focused on
other's
comments
(too busy
formulating
own) or loses
continuity of
discussion.
Shows some
consistency
in responding
to the
comments of
others
Drifts in and
out of
discussion,
listening to
some
remarks
while clearly
missing or
ignoring
others
Disrespectfu
l of others
when they
are
speaking;
behavior
indicates
total non-
involvement
with group
or
discussion


Lesson 4- Differentiated
Learners will complete discussion based on a rubric that requires them to use the given levels to
create individual quizzes. You will give step by step instructions.
NAME ____________________ DATE
__________________
CRITERIA
points

4

3

2

1




Facts were
accurate for all
events reported
Facts were
accurate for at
least 80% of all
Facts were
accurate for at
least 60% of the
Facts were
often inaccurate
for events


Contents/facts



on the timeline events reported
on the timeline
events reported
on the timeline.
reported on the
timeline
_____



Dates


All dates
indicated on
timeline are
correct and are
sequenced in
the proper order
At least 1 of the
dates or
sequences is not
in the proper
order
At least 2 of the
dates or
sequences are
not in the proper
order
At least 3 of the
dates or
sequences are
not in the
proper order


_____

Learning of
content

The student can
accurately
describe 75% or
more of the
events on the
timeline
without
referring to it
and quickly
determine
which of two
events came
first
The student can
accurately
describe 50% of
the events on
the timeline
without
referring to it
and can quickly
determine which
of the two
events occurred
first
The student can
describe any
event on the
timeline if
allowed to refer
to it and can
determine which
of tow events
occurred first
The student
cannot use the
timeline
effectively to
describe events
or to compare
events.




_____

resources
The timeline
contained at
least 9 events
related to the
topic
The timeline
contained at
least 7 events
related to the
topic
The timeline
contained at
least
5 events related
to the topic
The timeline
contained less
than 5 events
related to the
topic


_____




tota
l

_____












Assessment 5
Rubric for Final Assessment
NAME ____________________ DATE
__________________

Unacceptab
le
(0 Point)
Passing
(1 Point)
Acceptable
(2-3
Points)
Target
(4-5
Points)
Introduction Screencast
does not
include an
introduction.
-Purpose of
screencast
unclear
-Lacks
appeal or
relevance
for
audience.
-Name
stated, but
not clear.
-Purpose of
screencast is
clearly
stated
-Appeals to
audience
with a
question or
hook.
-Introduces
screencast.
-Purpose of
screencast
clearly &
creatively
stated
-Draws the
audience in
with
compelling
questions
or exciting
hook.
-Screencast
introduced
topic not
only
clearly, but
creatively
as well. /5
Content

Content of
the
screencast
does not
adequately
cover the
selected
topic.
-Some ideas
are
inaccurate
-Some ideas
are out of
order
-Includes
only 1 main
idea
-
Application
of term is
incomplete
or doesnt
make sense.
-All
information
is accurate
-All
information
is on-topic
& presented
in a logical
order
-Includes at
least 2 main
ideas that
describe the
term
-Includes at
least 1
application
of this term
-Length of
Screencast
kept the
audience
-All
information
is accurate
and sources
are cited
-All
information
is on-topic
&
presented
in a logical
order
-Includes
more than 2
main ideas
that
describe the
term
-Includes 2
or more
applications
of this term /10
focused, but
not fully
engaged
-Length was
mostly
fitting for
the topic.
-Length of
Screencast
kept the
audience
fully
engaged
-Length
was fitting
for the
topic.
Audio Audio is
difficult to
hear without
headsets or is
otherwise
distorted.
Pace of the
narration is
adequate;
audio has
some drop
out.
-Well-
rehearsed &
almost
always
smooth
delivery
-Voice is
clear and
expressive
-Voice
volume fits
presentation
-Some extra
noise or
dead space
that does not
interfere
with
meaning.

/5

20 Possible
Points 20



[ST1]Mariah, please add a small introductory paragraph describing whether this is a criterion
referenced or performance based assessment.

[ST2]What type of quiz is it? What format will you use to give it to the learners? You need to be
very specific.
[ST3]Mariah, there is this fine line between asking the students to show us their learning in
different ways and assessing different levels of learning. If you ask the learners to write their
answers, you are measuring higher level of learning than the matching exercise. You can
probably provide a word bank as you are providing a picture bank.
[ST4]How will they complete the screencast? A screencast of what? What are the expected to
show you?
[ST5]Please clarify, it is a bit confusing. Are they to show how they will distinguish between
creating and selecting a quiz or will they be given the choice to show in the PPT how to create
the quiz OR select the quiz.
[ST6]This is not part of the assessment. It looks like a generative strategy. If you are grading this
practice, the you need to clarify it.
[ST7]How does posting on the discussion board represent multiple means of expression?
[ST8]?
[ST9]Describe what the project is

Formative Evaluation Plan
In order to evaluate the effectiveness of instruction, the learners will be given a questionnaire
that they will be asked to complete. This study will be given at the end of the course. The
questionnaire will cover questions about instructional methods, the effectiveness of instructional
course, and feedback on assessments. The evaluations will be used to evaluate the structure of
the course and the delivery of the instruction. The evaluation will show the evaluator things that
might need to be reevaluated for the course.
The subject- matter expert will be given an interview. This will be done using the questionnaire
method. The comments that the subject matter give will be analyzed. This will allow the
program to get an idea of what areas need to be improved and which ones worked well for this
type of course.
Excellent.

Subject- Matter Expert interview questions?
1. Was the instruction effective at meeting the instructional objectives?
2. Did you feel that the delivery methods of instruction benefitted the effectiveness of the
instruction?
3. Did you feel that the course materials were used effectively?
4. If you could give any suggestions for improving the course what would it be?
5. What other methods of instruction do you think would have advanced the instruction?
Questionnaire Is this the learners questionnaire? These questions are more suitable for the
SME. For the learners, use more specific questions targeting the design, comprehension,
ease of use, engagement, etc.
1. Was there anything in the course that you feel should be changed?
2. Do you consider the structure of the course to maximize student learners?[ST1]
3. Is there any other way that you could have delivered the content?
4. What do you think of the overall course?
5. What did you think of the content in the instructional unit?
How do you plan on analyzing the results?


[ST1]What does this question mean?