Practice S A M R

Using a Word Using Google Making an audio Creating a

Writing Document to Docs to respond recording of webpage with a
Prompt respond to a to a writing their answer to a given prompt
writing prompt. prompt and prompt on with a blog
Originally comment on 2 Explain where teacher
written on a other students in Everything. and students can
piece of paper the class. read and
with a pencil. comment.

Professional Development: Writing, Word Documents, and Their Importance

Time: 1 hour 30 minutes

Objective:

Teachers will be able to verbally explain the importance of writing prompts and why
students should be using Word Documents to draft their answer to the prompt.

Teacher will be able to create a word document with a title and a typed response within
the document.

Teachers will implement drafting in Word Document in their classroom.

Student Outcome:

Students will be able to respond to a writing prompt in a Word Document.

Standards:

HQPD.1.2 Educator learning objectives specify changes in knowledge, skills, and practices
necessary to achieve the intended student outcomes.
HQPD.4.1 Formative assessment using multiple sources of data measures progress toward
professional development goals and learning objectives.
HQPD.5.1 Professional development includes collaboration among educators to generate
relevant, role-specific applications of their learning.
HQPD.5.2 Skillful, prepared facilitators use protocols, processes, and strategies
to facilitate collaboration during and after professional development to

Materials
Projector
Writing PD 1 PowerPoint
Blank Poster (1 per grade level)
Markers (1 per grade level team)
Personal Computers with Word Document downloaded
Word Processing in the Primary Grades Article (1 copy per person)

Procedure:

Introduction
5 minutes
1. Have teachers sit with their grade level team members before the PD starts.
2. Review the Professional Development Norms to be used during this PD.
3. Present the objective for the day and the student outcome aligned with this PD.

Teach
10 minutes
4. Have teachers answer two questions on their posters.
a. Why writing is important for students to learn?
b. What does writing looks like in your classroom?
5. After 5 minutes, teachers will share their list with their peers through a gallery walk.
6. Using the teachers feedback, have a discussion on why writing is important in all grades.
10 minutes
7. Discuss what writing looks like in each classroom and how it changes throughout the
year.
8. Introduce the SAMR Model to the staff.
a. Explain what the model stands for and how it is used.
b. Focus on what Substitution means and what this looks like when connected with
writing in a classroom.
9. In groups, teachers will discuss what word documents are and how they are used in the
classroom.
10. Teachers will share what they discussed in their group.
5 minutes
11. Teachers will watch a demonstration how to create a word document. The demonstration
will include:
a. How to open Word
b. How to Save a Word Document
c. Basics of changing the layout from Portrait to Landscape
d. Various layout styles
e. How to print

Active Engagement
10 minutes
12. Teacher will on their computers to try the features from the demonstration.
20 minutes
13. In groups, teachers will discuss the benefits of having their students use word documents
rather than drafting with paper and pencil and write their answer on the bottom of their
poster.
 14. Teachers will share what they discussed in their group.
15. Teachers will be given an article about how to implement Word Document in their
classroom.
a. http://www.educationworld.com/a_curr/curr022.shtml
16. Teachers will briefly discuss how and when they could use Word Document in their
classroom.
17. Teachers will share their ideas with the staff.

Team Planning
25 minutes
18. Teachers will be given team planning time to create at least one lesson they will use with
Word Document in their classroom within the next 6 weeks.

Wrap Up
5 minutes
19. Review the objectives for the day and how they were reached as a staff.
20. Tell the staff that a survey will be sent through email in 4 weeks that asks teachers to
answer the following questions:
a. Did you use Word Document after the PD?
b. Why, how, and when did you use Word Documents?
c. Where the students able to successfully use Word Document?
d. If not, why did you not use Word Document?

Assessments:

Pre-assessment Discussion - Teachers discuss what writing looks like in their classroom
within the first ten minutes of the PD. This will allow the presenter to see which grade levels use
Word Documents and have had experience with it before the PD starts.

Formative Assessment Practice Time -The presenter will walk around the room while the
teachers are experimenting with Word Document. They will be able to see which staff members
need help and which ones are proficient with using it. This will allow the presenter to see where
more instruction could be added and to whom.

Formative Assessment Email Survey This will inform the presenter if Word Documents have
been used since the PD (why, how, and when). It will show which teachers were able to use the
information from the PD and successfully implemented it into their classroom. This will drive
instruction by seeing which teachers are ready to push their technology use in writing further and
who needs more support.
Professional Development: Augmentation: Google Doc

Time: 1 hour 30 minutes

Objective:

Teachers will be able to verbally explain why and how they can benefit from using
Google Docs in their classroom.

Teachers will be able to create, share, and comment on a Google Doc.

Teachers will implement drafting in Google Docs in their classroom.

Student Outcome:

Students will be able to respond to a writing prompt in a Google Doc and collaborate
using the comment features with teachers and peers.

Standards:

HQPD.1.2 Educator learning objectives specify changes in knowledge, skills, and practices
necessary to achieve the intended student outcomes.
HQPD.2.1 Professional development goals align with educator performance standards,
individual professional growth goals, and/or state, district, or school improvement priorities.
HQPD.6.1 Professional development includes multiple opportunities for educators to practice
their learning and receive feedback.
HQPD.7.2 Professional development incorporates strategies for active engagement of learners.
HQPD.7.3 Professional development facilitators model the practices needed to attain goals and
learning objectives.
HQPD.10.1 Professional development incorporates strategies to connect new learning with
learners past learning and experiences.

Materials

Projector
Writing PD 2 PowerPoint
Blank Paper (1 per group)
Marker (1 per group)
Personal Computers (with Google Account)
Articles (1 per group):
5 Ways to Use Google Docs in the Classroom
o http://www.gettingsmart.com/2012/12/5-ways-to-use-google-docs-in-the-
classroom/
 Google Docs: Why Teachers and Students Should Be Using Them For Course Work
o http://www.emergingedtech.com/2010/11/google-docs-why-teachers-and-
students-should-be-using-them-for-course-work/
The Advantage of Google Docs in Education
o http://www.edsocialmedia.com/2012/02/the-advantages-of-google-docs-in-
education/
Google Classroom Review: Pros and Cons of Using Google Classroom in eLearning
o https://elearningindustry.com/google-classroom-review-pros-and-cons-of-using-
google-classroom-in-elearning
Student Responses to Google Docs
o http://thecurrent.educatorinnovator.org/resource/2196
Some Frustrations with Google Docs
o http://thecurrent.educatorinnovator.org/resource/2195

Procedure:

Introduction / Review
8 minutes

1. Have teachers sit with their grade level team members before the PD starts.
2. Review the Professional Development Norms to be used during this PD.
3. Teachers will discuss their recent use (successes and challenges) with Word Documents
with the staff.
4. Present the objectives and student outcomes aligned with the PD.
5. Review the SAMR Model.
a. Focus on what Augmentation means and what this looks like when connected
with writing in a classroom.
Teach
10 minutes
6. The next step for staff will be to use Google Docs. In their groups, they will answer two
questions:
a. What is Google Doc?
b. Have you used them before?
7. Teachers will share ideas and experience with the entire staff.
8. Explain what a Google Doc is explicitly to teachers.
a. Web-based application where documents can be created, edited, and stored
online.
b. Can be accessed from any computer with Internet connection and full-featured
Web browser.
c. Can import, create, edit, and update documents with various fonts and file
formats.
15 minutes
9. Six articles will be passed out to each group. Teachers will choose one article to read
independently and then share with the group.
 10. All teachers will share about their articles within their group.
11. Teachers will make a Pro and Con list on their paper of using Google Docs in the
classroom.
5 minutes
12. Teachers will do a Gallery walk to see what other groups added to their lists.
13. Lists will be posted on the wall of the room to share and refer back to.
10 minutes
14. Demonstrate how to use Google Docs by showing:
a. How to create a Google Doc
b. How to title it
c. How to share it
d. Various functions within Google Doc (including commenting on Google Docs)

Active Engagement
15 minute
15. Give teachers time to practice creating, titling, and sharing a Google Doc with the
following instructions.
a. Create a Google Doc and Title it Going Google, INITIALS
b. Answer the following questions in your Google Doc:
i. How can Google Doc benefit your classroom?
ii. How will you incorporate this app into your classroom?
c. Share your Google Doc with a colleague
d. Comment on your colleagues writing at least once!

Team Planning Time

25 minutes
16. Teachers will be given team planning time to create at least one lesson they will use with
Google Docs in their classroom within the next 4 weeks.

Wrap Up
2 minutes
17. Review the objectives for the day and how they were reached as a staff.
18. Teachers will share the lesson the discussed in their group and how it aligns with the
student outcome.
19. A survey will be sent through email in 4 weeks that asks teachers to answer the following
questions:
a. Did you use Google Docs after the PD?
b. Why, how, and when did you use it?
c. Where the students able to successfully use it?
d. If not, why did you not use Google Docs?
Assessments:

Pre-assessment Discussion - Teachers discuss what a Google Doc is and if they have used it
before the PD starts. This will allow the presenter to know how many, if any, know what a
Google Doc is and how many teachers have had practice using it.

Formative Assessment Practice Time -The presenter will walk around the room while the
teachers are experimenting with Google Doc. They will be able to see which staff members need
help and which ones are proficient with using it. The presenter will also be able to read each
teachers answer to the questions within their Google Doc.

Formative Assessment Email Survey This will inform the presenter if Google Docs has been
used since the PD (why, how, and when). It will show which teachers were able to use the
information from the PD and successfully implemented it into their classroom. This will drive
instruction by seeing which teachers are ready to push their technology use in writing further and
who needs more support.
Professional Development: Modification: Writing and Oral Communication

Time: 2 hours

Objective:

Teachers will be able to record answers to a given prompt on Explain Everything.

Teachers will be able to explain orally what benefits come from using Explain
Everything in the classroom.

Teachers will implement drafting in Explain Everything in their classroom.

Student Outcome:

Students will be able to verbally respond to a writing prompt by using Explain

Everything.

Standards:

HQPD.1.2 Educator learning objectives specify changes in knowledge, skills, and practices
necessary to achieve the intended student outcomes.
HQPD.4.1 Formative assessment using multiple sources of data measures progress toward
professional development goals and learning objectives.
HQPD.6.1 Professional development includes multiple opportunities for educators to practice
their learning and receive feedback.

Materials

Projector
Writing PD 3 PowerPoint
Blank Paper (1 per group)
Marker (1 per group)
iPad with Explain Everything (to be used in pairs)
Writing Prompts (1 per grade)

Extra Resources (Send to teachers before or after the PD)

Explain Everything Help Guides
o https://explaineverything.com/wp-content/explain-everything-
resources/help/Explain-Everything-Help_iOS.pdf
o https://lps.lexingtonma.org/site/handlers/filedownload.ashx?moduleinstanceid=32
49&dataid=5037&FileName=Explain%20Everything.pdf
o https://geiselmed.dartmouth.edu/radiology/pdf/explain_everything.pdf
Explain Everything Video Tutorial
 o https://www.youtube.com/watch?v=b00ZeszvjP4
o https://www.youtube.com/user/MorrisCookeVideos

Procedure

Introduction/Review
10 minutes
1. Have teachers sit with their grade level team members before the PD starts.
2. Review the Professional Development Norms to be used during this PD.
3. Teachers will discuss their recent use (successes and challenges) with Google Docs with
the staff.
4. Present the objectives and student outcome aligned with the PD.
5. Review the SAMR Model.
a. Focus on what Modification means and what this looks like when connected with
writing in a classroom
Teach
20 minutes
6. In their groups, they will answer the following questions on their paper:
a. What is oral communication?
b. Why is oral communication important?
c. Where do we see this in our classroom?
7. As a whole staff, discuss oral communication and its importance.
a. Explain how students can use their oral communication to respond to writing
prompts in many ways.
8. Ask staff about their use of audio recording in class, specifically Explain Everything.
9. Today we will focus on the application that incorporates oral communication and
writing: Explain Everything.
10. Explain what the app, Explain Everything, can be used for.
a. Easy to use screen casting and interactive whiteboard tool that lets you animate,
narrate, import, and export almost anything.
b. Can create slides, draw in any color, add shapes, text, and laser points.
c. Can be used for many purposes including writing!
15 minutes
11. Demonstrate how to use the application by following the steps below to answer a prompt.
a. Prompt: Tell a person narrative about a trip you went on over the summer.
b. Show staff how to open the App.
c. Take a picture of the drawing you created to use as the background of the audio
recording.
d. Record your audio personal narrative.
e. Play it back for staff to hear.
12. Show how Explain Everything has multiple uses and various features that can be used
that include:
a. Audio record
b. Laser Pointer
c. Shapes / Text,
 d. Import/Export
e. Rotate, move, scale, copy, paste

Active Engagement
25 minutes
13. Divide staff into partners.
14. Give partners a prompt to answer. Staff should create an image to use as their background
and record their answer to the prompt as demonstrated.
15. Allow staff time to explore the application on their own.
a. Invite teachers to visit the Explain Everything Help Guides provided to them by
email before this PD to find more features on the application.
16. Teachers share their recordings in small groups.
10 minutes
17. Have the staff come back together as a whole and brainstorm why this application is
useful for students and themselves.

Team Planning Time

30 minutes
18. Teachers will be given team planning time to create at least one lesson they will use with
Explain Everything in their classroom within the next 4 weeks.

Wrap Up
10 minutes
19. Review the objectives for the day and how they were reached as a staff.
20. Teachers will share their lesson ideas for implementing Explain Everything into their
classroom.
21. Teachers will be asked to bring student examples of their use of Explain Everything for
the next PD.

Assessments:

Pre-assessment Discussion - Teachers discuss their experience with audio recording and if
they have used Explain Everything. This will allow the presenter to know how many staff and
how much experience they have had with Explain Everything.

Formative Assessment Practice Time -The presenter will walk around the room while the
teachers are creating their Explain Everything presentations. They will be able to see which staff
members need help and which ones are proficient with using it.

Formative Assessment Evidence for next PD Staff will bring evidence with them to the next
PD by bringing student examples of their use of Explain Everything. If teachers were able to
implement Explain Everything and have students produce a coherent presentation, then the
teacher has shown mastery of the skill.
Writing Prompt K: Think about a time you went shopping. Using the
following sentence starter to create an Explain Everything!: I went to
______ with ______ and bought ____________.

Writing Prompt Grade 1: Think about a time you made a new friend.
Where did you meet them? How did you start being friends?

Writing Prompt Grade 2: Think of your favorite gift you have ever
gotten. What is it? Why is it your favorite?

Writing Prompt Grade 3: Think about a time you got to stay up late.
Create an Explain Everything about your story!

Writing Prompt Grade 4: Think of a time you and your friends (or
family) did something really fun. What did you do? Who were you with?

Writing Prompt Grade 5: Think about your favorite vacation! Create

an Explain Everything about where you went and what you did.
Professional Development: Blogging: 21st Century Writing

Time: 2 hours 30 minutes

Objectives:

Teachers will be able to verbally explain why and how they can benefit from having their
students create blogs or a webpage in their classroom.

Teachers will be able to create a blog using Weebly.com.

Teachers will implement blogging in their classroom.

Student Outcome:

Students will be able to respond to a writing prompt on a self-created or teacher-created

blog or webpage.

Standards:

HQPD.1.2 Educator learning objectives specify changes in knowledge, skills, and practices
necessary to achieve the intended student outcomes.
HQPD.4.1 Formative assessment using multiple sources of data measures progress toward
professional development goals and learning objectives.
HQPD.6.1 Professional development includes multiple opportunities for educators to practice
their learning and receive feedback.
HQPD.7.3 Professional development facilitators model the practices needed to attain goals and
learning objectives.
HQPD.10.1 Professional development incorporates strategies to connect new learning with
learners past learning and experiences.

Materials:

Computer
Projector
Staff Personal Computers
Writing Prompts
Videos:
Teach Blogging - https://www.teachingchannel.org/videos/teach-blogging
Alternate Video: https://www.youtube.com/watch?v=onBvfP4088g

Articles (1 per person):

Blogging in the Classroom - https://www.onblastblog.com/blogging-in-the-classroom/
Blogging? Its Elementary! - http://www.educationworld.com/a_tech/tech/tech217.shtml
Extra Resources (Send to teachers before or after the PD)
KidBlog Extra Help Directions (1 per grade level)
o http://dst.ncdpi.wikispaces.net/file/view/KidBlog_Teacher+Dashboard+Direction
_Guide.pdf
Videos
o https://www.youtube.com/watch?v=-zAMHCvjgCo
o https://www.youtube.com/watch?v=-eeld9mFV_0

Procedure

Introduction/Review
8 minutes
1. Have teachers sit with their grade level team members before the PD starts.
2. Review the Professional Development Norms to be used during this PD.
3. Teachers will share their student Explain Everything examples with the staff and discuss
the success and failures they have in their classroom with this application.
4. Present the objectives and student outcome aligned with this PD.
5. Review the SAMR Model.
a. Focus on what Redefinition means and what this looks like when connected with
writing in a classroom

Teach
25 minutes
6. Staff will review the importance of both oral and written communication as a lifelong
skill for students.
7. Staff will discuss various writing assignments in their room and what they have in
common.
a. Guide the conversation to get the staff to see collaboration is a crucial aspect of
writing.
8. Staff will discuss how collaboration is used in writing and oral communication.
9. Explain how collaboration and feedback is important for students to have and one way to
make sure they are getting this while writing is through a blog.
10. Teachers will talk with their grade level team what a blog is, where they have seen or
used a blog, and if they have incorporated a class blog into their room.

12 minutes
11. Staff will watch a video on how blogging can be used in elementary classrooms.

15 minutes
12. Staff will read articles within their grade level team and choose important details to know
about blogging in the elementary grades.
13. Staff will share the benefits and challenges with the group and a list will be created with
this information.
 a. Benefits: Collaboration, Engaging, 21st Century Skill
b. Challenges: Safety
25 minutes
14. Model how to create a kid friendly, safe blog by using a school approved website such as
KidBlog.
a. Show a step by step creation of the blog.
b. Include how to write and post on the blog.
c. Include how to respond to a post on another blog.

Active Engagement
30 minutes
15. Teachers will create their own blog using the same website as the presenter. If a teacher
already has a class blog, they may share their ideas with their group.
a. Provide teachers who need support with the Extra Resources (under Materials).
16. Staff will share their blogs in small groups and practice finding others blog and
commenting on their post.

Team Planning Time

25 minutes
17. Teachers will be given team planning time to create at least one lesson they will use with
a classroom or individual blog in their room within the next 4 weeks.

Wrap Up
5 minutes
18. Review the objectives and how you reached them as a staff.
19. Review how Blogging is a Redefinition of the classroom.
20. Teachers will be asked to share blogs created in their classroom at the next staff meeting.

Assessments:

Pre-assessment Discussion - Teachers discuss their experience with blogging is and if they
have used any sort of blog in their classroom. This will allow the presenter to know how many
staff and how much experience they have had.

Formative Assessment Practice Time -The presenter will walk around the room while the
teachers are creating their student friendly blog. They will be able to see which staff members
need help and which ones are proficient with using it.

Formative Assessment Evidence for next meeting Staff will bring evidence with them to the
next PD by bringing class examples of their use of blogs. If teachers were able to implement
blogging and students were able to collaborate through the blog, then the teacher has shown
mastery of the skill.