PART 1: Identification of Learning Problem

General Audience

The audience for this professional development were certified teachers and administrators of all
ages, areas, and levels of experience at Simonton Elementary School. The primary audience
teachers grades 3 through fourth grade. The ages of the students range in age from eight to
twelve years. All individuals involved are grade-level content team leaders as well as part of the
school technology team.

Problem Identification

The Gwinnett County School System as a who is striving to prepare students for the 21st-century
technology-driven world. The way in which we are trying to do this is by getting the students use
to using technology as a tool for showing mastering of AKS. However, over the past few years,
the county has noticed that many teachers are reluctant to use technology in the classroom as
they believe that it does not help students show mastery of the standards.

Instructional Goals
Teachers will be able to identify what mastery of a standard entails
Teachers will be able to identify that mastery of a standard is not determined by the
assignment
Teachers will be able to identify how to use the program anyflip as a way for students
to show mastery of a standard

Part 2: Learners Analysis

Introduction

The learners are teachers, instructional technologist, and administrators at Simonton Elementary
School. The learners range from age 24-58. There are 3 third grade and 2 fourth grade teachers, 1
media specialist, 1 instructional technologist, and 1 principal. There amounts of education
experience range from 5 years to 21 years. The learners level of technology skills, certification,
and confidence all vary as well.

Entry Skills
Able to log into a computer
Able to login to nearpod using passwords
Knowledge of county AKS standards
 Basic typing skills
Ability to create

Prior Knowledge
All learners work with elementary students and have to ability to create powerpoints, upload
files, and link them to course pages.

Potential Misconceptions:
Technology is a nice tool, however, it can not be used for real instruction
Technology can be used for projects, but not mastery of the content
Writing assessments are the best way to show mastery of a standard

Attitudes Toward Content & Academic Motivation

All teachers involved are part of the technology team at the school. These teachers are
considered the most pro-technology teachers at the school, as they are the teachers most
frequently looking for new tools to use in their classroom. Of the seven learners, all of the
learners spent time in the classroom, and two have experience with instructional technology.

Education Ability Levels

100% of all teachers possess a minimum of a Bachelors degree in an educational field, as well
a certification in Early Childhood (p-5). 14% have doctoral degrees, 14% have degrees in
instructional technology, and 85% have master degrees.

General Learning Preferences

The learners prefer a visual and interactive module. They explained that they were more likely
to use what they learned in the module in the classroom if there were able to see how it would
look like ahead of time.

Attitude Toward Teachers and School

The majority of the group are intrigued by new technology tools. Most teachers do not know the
presenter, and therefore have no opinion on him.

Group Characteristics
The school is located in a suburban area of Gwinnett County. Simonton Elementary is a Title
One school with a significant amount of its students receiving free or reduced lunch. 80% of
students do not have access to technology at home, however, the school has one to one
technology for the students.The group consisted of 100% white female teachers.

Task Analysis
My task analysis was conducted using a conceptual analysis. I believe that the learning in my
module will be learned through experiences the modules. I began by creating an outline of each
module in regards, to how it will be taught, and what learners are supposed to be understanding
as they go through the module.

Task Analysis Outline:

1. What does mastering the standard look like to you?
1.1 Analyze the two assignment options
1.2 Determine which Assignment is a more productive example of mastering the
standard
1.3 Explain your reasoning

2. Exactly what is mastering the standard

2. 1 Analyze the DOK Level Chart
2.2 Analyze Standard 5H1a.
2.3 Compare the DOK Level Chart and the standard to determine what mastery of the
standard mean.
2.4 Explain what mastery of this standard (5H1a) means on the padlet.
2.5 Analyze Standard 5H1b.
2.6 Compare the DOK Level Chart and the standard to determine what mastery of the
standards mean.
2.7 Explain what mastery of the standard (5H1b) means on the padlet.

3. Reflecting
3.1 Answer three questions on Mastery Assessment

4. A new way to master the standard

4.1 read summary on new ways to master the standard

5. Anyflip
5.1Read how to use anyflip
5.1.1 Create Title
5.1.2 Complete a description
5.1.3 Upload the materials
5.1.4 Review
5.1.5 Share
6. Create your own e-book
6.1 Upload powerpoint to anyflip
6.2 Name your anyflip
6.3 Publish your anyflip book
 6.4 Share anyflip with class

I (Shawn Davies) will serve as the subject matter expert (SME) for this instructional plan. My
formal education consist of a bachelor's degree in Middle Level Education from Georgia State
University in Atlanta, Georgia. I am currently pursuing a masters degree in Instructional
Technology from Georgia Southern University in Statesboro, Georgia. My primary qualification
to serve as SME in my position as the Anyflip Coach at Simonton Elementary School.

Objective 1: To understand that mastery of standards are based on DOK and not
assignment type

Enabling Objectives:

1A. Knowledge of DOK Level

1B. Knowledge of how to analyze a standard

1C. Knowledge of how to use padlet

1D. Knowledge of how to use survey

Objective 2: Learn a new way to create mastery level assignments using technology.

Enabling Objectives:

2A. Login and/or signing up ANYFLIP

2B. Knowledge of content area standards

2C. Create a powerpoint

2D. Upload a powerpoint to anyflip

2E. Publish the file.

2F. Share your file

 Classification of Instructional Objective
Performance

Content
Recall Application

Fact 1A, 1B, 2B

Concept 1C, 1D

Principles and Rules

Proedure 2A, 2C, 2D, 2E, 2F

Interpersonal

Attitude

Relationship between Instructional Objective and Standards:

Instructional Objectives Technology or Content Standard

1 ISTE-T2a -Shape, advance and accelerate a shared vision

for empowered learning with technology by engaging with
education stakeholders.
1A
ISTE- T2b- Advocate for equitable access to educational
1B technology, digital content and learning opportunities to
meet the diverse needs of all students.
1C ISTE- T1b- Pursue professional interests by creating and
actively participating in local and global learning networks.
1D
ISTE T1a- Set professional learning goals to explore and
apply pedagogical approaches made possible by
technology and reflect on their effectiveness

ISTE T3d- Model and facilitate effective use of current and

emerging digital tools to locate, analyze, evaluate, and use
information resources to support research and learning

ISTE 5c- Explore and apply instructional design principles

to create innovative digital learning environments that
engage and support learning.

5H1a. Identify Uncle Toms Cabin and John Browns raid

on Harpers Ferry, and explain how each of these events
 was related to the Civil War.

5H1b. Discuss how the issues of states rights and slavery

increased tensions between the North and the South.

2 ISTE-T2a -Shape, advance and accelerate a shared vision

for empowered learning with technology by engaging with
education stakeholders.

2A ISTE- T2b- Advocate for equitable access to educational

technology, digital content and learning opportunities to
2B meet the diverse needs of all students.

ISTE- T1b- Pursue professional interests by creating and

2C actively participating in local and global learning networks.

2D ISTE T1a- Set professional learning goals to explore and

apply pedagogical approaches made possible by
technology and reflect on their effectiveness
2E
ISTE T3d- Model and facilitate effective use of current and
emerging digital tools to locate, analyze, evaluate, and use
2F
information resources to support research and learning

ISTE 5c- Explore and apply instructional design principles

to create innovative digital learning environments that
engage and support learning.

ISTE 7b- Use technology to design and implement a variety

of formative and summative assessments that
accommodate learner needs, provide timely feedback to
students and inform instruction.

Key Assessment Part V

Instructional Goals Objectives UDL Assessments
Strategies

Lesson One: To Learners will 1A. Knowledge Learners will A padlet will be
understand that learner what of DOK Level analyze a used to collect
mastery of mastery of a standard using answer to
standards are lesson means padlet standard
1B. Knowledge
based on DOK questions
and not Learners will of how to Learners will use
assignment type learn that an analyze a DOK to analyze
assessment type standard standard A google form
does not will be used to
determine 1C. Knowledge Learners will use collect
mastery level of how to use survey to assessment
discuss their results
padlet
misconceptions

1D. Knowledge
of how to use
survey

Lesson Two: Learners will 2A. Login and/or A google form

Learn a new way learn how to signing up Learners will will be used to
to create create and use ANYFLIP learn how to use collect
mastery level ANYFLIP a powerpoint to assessment
assignments ebooks to as a 2B. Knowledge create a rubric results
using way to show of content area
technology. mastery standards
Learners will
2C. Create a learn how to turn
powerpoint powerpoint into
a ANYFLIP
2D. Upload a ebook
powerpoint to
anyflip

2E. Publish the

file.

2F. Share your

file

Resources and Assessments

Padlet Questions
 1. 5H1b. Discuss how the issues of states rights and slavery increased tensions between
the North and the South.
Analyze the standard above

2. 5H1a. Identify Uncle Toms Cabin and John Browns raid on Harpers Ferry, and explain
how each of these events was related to the Civil War.

Mastery Assessment

Fill out the questions below

Which did you believe showed mastery initially? *

PowerPoint Written Response

Which did you believe showed mastery afterward? *

Written Response PowerPoint

If your decision changed why?

DOK Chart
Instructions to Creating ANYFLIP BOOKS
Learners Evaluation
 Learners evaluation will be collected at the end of the unit

After viewing this professional development, how likely are you to use technology to
show mastery in the classroom?

Very likely Likely Neutral Unlikely Very unlikely

What other benefits are there to allowing students to showing mastery through
technology? *

How do You Rate the Professional Development Training? *

Very Informative Somewhat informative You learned nothing new

Not Informative The information cannot be used in my classroom

How likely are you to attend another technology development of the sort? *

Very likely Likely Unsure Unlikely Very Unlikely

What would you have changed about this training?

How likely are you to try not only anyflip but other Web 2.o tools in the future?

Very Likely Likely Unsure Unlikely Very Unlikely

Are you still likely to use written assessments to determine mastery over technology
based assessments?

Yes No If so, why?

What would need to happen before you feel more comfortable using technology in the
classroom to show mastery?