SMART Board for Beginners

By Erin Hatfield Spring 2014 EDTECH 503

TABLE

OF

CONTENTS

Table of Contents.....................................................................................................i Part 1: Topic...........................................................................................................1 1a Goal Statement...............................................................................................1 1b Audience Description.......................................................................................1 1c Rationale........................................................................................................1 Part 2: Analysis Report.............................................................................................3 2a Description of eed.........................................................................................3 2b Description of t!e "earnin# Conte$t...................................................................% 2c Description of "earners....................................................................................% 2d Tas& Analysis 'lo( C!art..................................................................................) Part 3: Plannin#......................................................................................................* 3a "ist of +nstructional ,b-ecti.es..........................................................................* 3b ,b-ecti.es /atri$ Table....................................................................................0 3c ARCS Table...................................................................................................11 Part %: +nstructor Guide..........................................................................................13 +ntroduction......................................................................................................13 2ody................................................................................................................1% Conclusion........................................................................................................21 Assessment.......................................................................................................21 Part 3: "earner Conte$t..........................................................................................21 3a "earnin# /aterials.........................................................................................21 3b Assessment /aterials.....................................................................................21 3c Tec!nolo#y Tool Rationale...............................................................................21 Part ): 'ormati.e 4.aluation Plan............................................................................23 )a 4$pert re.ie( plan.........................................................................................23 )b ,ne to ,ne re.ie( plan..................................................................................23 )c Small Group 4.aluation Plan............................................................................23 )d 'ield Trial Plan...............................................................................................2% Part 5: 'ormati.e 4.aluation Report.........................................................................23 5a 4.aluation Sur.ey..........................................................................................23 5b Report of 4$pert Re.ie(.................................................................................23 5c Desi#ner6s Response to Re.ie(........................................................................23 Part *: Standards Grid...........................................................................................2)

PART 1: TOPIC
1a Goal Statement
7pon completion of 3 !ours of instruction8 elementary teac!ers (ill be able to use S/ART oteboo& and t!e +nternet to create an interacti.e S/ART 2oard presentation for t!eir classroom.

1b Audience Description
T!e tar#et audience for t!is presentation is educators t!at !a.e been in t!e profession for 11 or more years. T!ey !a.e t!is tec!nolo#y in t!eir classrooms. T!en !a.e t!e desire to use it8 but !a.e !ad no trainin#. Prere9uisites for t!is course s!ould !a.e t!e follo(in# abilities: :a.e access to a S/ART 2oard in t!e classroom 2e able to na.i#ate online comfortably ,pen and respond to email 2e able to create and present Po(erPoint Presentations Can ta&e pictures on a di#ital camera and upload t!em to a computer

1c Rationale
Since + became a teac!er se.en years a#o8 + !a.e seen a pattern emer#in# around tec!nolo#y. ,ften districts purc!ase ne( tec!nolo#y (it! t!e t!in&in# t!at it (ill increase student en#a#ement and test scores. :o(e.er once t!e products are purc!ased8 t!e teac!ers are left (it!out &no(in# !o( to incorporate it in to t!eir classrooms. T!is is a lar#e problem for districts (!o (is! to see t!e benefits of t!eir purc!ase. To accomplis! t!is #oal8 t!e instructional pro-ect (ill use t!e Supplanti.e Strate#y. /ost of t!e information co.ered in t!e presentation (ill be ne( and;or different for t!e audience. T!ey (ill be c!ar#ed (it! ta&in# (!at t!ey already &no( about tec!nolo#y and applyin# it to t!is soft(are. T!is (ill re9uire muc! scaffoldin# and trainin# (!ic! is (!at t!e Supplanti.e Strate#y entails. 1

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+n t!is class8 learners (ill be re9uired to create a ne( S/ART 2oard lesson usin# t!e S/ART oteboo& Soft(are8 edit an e$istin# lesson8 and utili<e t!e tools (it!in t!e soft(are. +t (ill be interacti.e and students (ill be follo(in# t!e directions #i.en by t!e presenter. T!e lesson elements at first #lance may seem too simple for t!ree !ours of (or&. :o(e.er8 t!e participants !a.e !ad little e$posure to t!is soft(are and must orient t!emsel.es to it as ell as apply it to t!eir classrooms.

PART 2: ANALYSIS REPORT

2a Description of Need
2a1. Needs Assessment Survey
T!e needs assessment sur.ey (as conducted in /arc! 211%. + (as 11 9uestions lon# and (as completed by current educators in =ansas. T!e sur.ey (as distributed .ia Sur.ey /on&ey and can be found on>line at !ttps:;;(((.sur.eymon&ey.com;s;?3@=A5@. At t!e time of t!is (ritin# t!e sur.ey !as been completed by 12 educators.

2a2 Needs Assessment Data

At t!e conclusion of t!e sur.ey (indo(8 muc! data !ad been collected. T!e respondents (ere all female in t!e elementary sc!ool settin#. T!ey !ad a .ariety of a#es and needs8 but none (ere satisfied (it! t!e amount of trainin# t!ey !ad recei.ed on t!e S/ART 2oard. ,f t!e 12 educators sur.eyed8 5 did not use t!e S/ART oteboo& soft(are to create lessons. T!is is of particular interest because it is t!e basis on (!ic! t!e trainin# !as been de.eloped. T!e data furt!er demonstrated a need for trainin# by s!o(in# t!at t!e ma-ority of respondents use t!eir S/ART 2oard as a pro-ection screen and a (!ite board B01C and *1C respecti.elyD. 4ducationally8 3

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t!ere is so muc! more t!at can be accomplis!ed usin# a S/ART 2oard t!an t!is. /ost importantly t!ou#!8 t!ese educators (ere ea#er to en#a#e in trainin# about t!e S/ART 2oard. @!ile some (is!ed to &no( more ad.anced features of t!e S/ART 2oard8 second on t!eir list (as !o( to incorporate S/ART oteboo& into t!eir classrooms.

2b Description of the Learning Context

2b1 Learning Context Description
Due to t!e desi#n of t!is trainin#8 learnin# (ill need to ta&e place in an en.ironment (!ere teac!ers can !a.e access to indi.idual computers. A computer lab is t!e best location for t!is. ,ften t!ese can be found at any sc!ool and t!ey usually !a.e many of t!e components t!e presenter (ill need8 suc! as a pro-ector and (!ite board. Anot!er option may be a classroom (it! a S/ART 2oard if t!e teac!ers !a.e laptops t!ey can brin#. T!e class si<e (ill be small and is limited to t!ose t!at !a.e little e$perience (it! t!eir S/ART 2oard. /uc! time (ill be spent actually usin# t!e soft(are8 so !a.in# it preloaded on t!e computers is necessary. T!ere s!ould be room for t!e presenter to mo.e about t!e room and !elp as needed.

2b2 Transfer Context Description

,ne of t!e per>re9uisites for t!is class (as t!at teac!ers !a.e a S/ART 2oard in t!eir classrooms. ,nce completed (it! t!e trainin#8 educators (ill be able to immediately use (!at t!ey !a.e learned (it!in t!eir classrooms. T!e #oal is to ma&e t!em more comfortable (it! t!e tec!nolo#y t!ey already !a.e in t!eir classroom and #i.e teac!ers t!e confidence to le.era#e it to t!e #reatest potential. :o(e.er8 t!ey (ill !a.e to apply t!eir ne( &no(led#e to t!eir #rade le.el specific ob-ecti.es and t!eir classroom of learners. 2ecause of t!is8 t!e presenters6 email (ill be pro.ided s!ould any follo(>up 9uestions arise.

2c Description of Learners
T!e data s!o(s t!at of to of t!e t!e t!e t!e (ere t!e ma-ority respondents under !alf

sur.ey are female. Aust respondents to 3%. :o(e.er8 of

bet(een t!e a#es of 23 ma-ority t!ese

(omen are older t!an %

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33. T!is is t!e tar#et audience. T!ey !a.e e$perience (it! basic tec!nolo#y and can na.i#ate most issues (it! t!em. :o(e.er8 t!e S/ART 2oard is 9uite different and most of t!e problems can6t be sol.ed usin# t!eir e$istin# &no(led#e. Accordin# to t!e sur.ey8 t!ere !as been only a moderate amount of trainin# on t!e S/ART 2oard. ,.er )1C do not use t!e S/ART Soft(are to create lessons. Primarily t!e boards are bein# used for a pro-ector screen B01CD and;or a (!ite board B*1CD . :o(e.er t!is is only t!e be#innin# of (!at t!is tec!nolo#y can offer classrooms. T!ese educators !a.e t!e desire to learn !o( to operate t!eir boards more effecti.ely for t!eir students (it! t!eir top t(o needs bein# Ad.anced S/ART 2oard use and +nte#ratin# S/ART oteboo& into t!eir lessons B33C respecti.elyD.

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2d Tas Anal!sis "lo# Chart

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PART 3: PLANNING
$a List of %nstructional &b'ecti(es
1 T!e learner (ill be able to use ob-ecti.es and standards to create an interacti.e lesson usin# t!e S/ART oteboo& Soft(are. 1.1 T!e learner (ill be able to locate appropriate ob-ecti.es and standards for t!eir classroom.

2 T!e learner (ill be able to construct an interacti.e lesson usin# t!e S/ART oteboo& Soft(are 2.1 T!e learner (ill be able to add interacti.e elements to t!eir lesson. 2.1.1 T!e learner (ill be able to utili<e t!e clone feature on t!e S/ART oteboo& Soft(are in t!eir interacti.e lesson. 2.2 2.3 2.% T!e learner (ill be able to c!an#e t!e font type and si<e. T!e learner (ill be able to loc& and unloc& items on t!eir lesson T!e learner (ill be able to locate and insert ima#es into t!eir interacti.e lesson. 2.%.1 T!e learner (ill be able to utili<e t!e S/ART ima#es to a slide. oteboo& Gallery to add

2.%.2 T!e learner (ill be able to insert ima#es from t!e (eb into t!eir interacti.e lesson. 2.%.3 T!e learner (ill be able to resi<e and relocate ima#es. 3 T!e learner (ill be able to re.ise an e$istin# lesson to fit t!eir needs.

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$b &b'ecti(es )atrix Table
Learning Objective 1 Bloom's Taxonomy Classification Synt!esis Performance ,bser.ational "esson (it! a rubric addresses ob-ecti.es usin# interacti.e multimedia ,bser.ational "esson (it! a rubric contains at least t(o appropriate content ob-ecti.es ,bser.ational Create an (it! a c!ec&list +nteracti.e lesson usin# S/ART 2oard Soft(are. ,bser.ational +ncorporate (it! a c!ec&list as needed not less t!an once per lesson ,bser.ational +ncorporate (it! a c!ec&list as needed not less t!an once per lesson ,bser.ational +ncorporate (it! a c!ec&list as needed not less t!an once per slide ,bser.ational +ncorporate (it! a c!ec&list as needed not less t!an once per slide ,bser.ational +ncorporate (it! a c!ec&list as needed not less t!an once per slide ,bser.ational +ncorporate Format of Assessment Description of Test Form Sample Items

1.1

Compre!ension

Performance

Synt!esis

Performance

2.1

Application

Performance

2.1.1

Application

Performance

2.2

Application

Performance

2.3

Application

Performance

2.%

Application

Performance

2.%.1

Application

Performance

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(it! a c!ec&list as needed not less t!an once per lesson

2.%.2

Application

Performance

,bser.ational +ncorporate (it! a c!ec&list as needed not less t!an once per lesson ,bser.ational +ma#es of (it! a c!ec&list different si<es are arran#ed strate#ically t!rou#!out lesson ,bser.ational 4dit lesson as (it! a rubric needed to reflect #rade le.el ob-ecti.es and topics.

2.%.3

Application

Performance

4.aluation

Performance

$c ARCS Table
ATTENTION
A ! "ercept#al Aro#sal E:a.e learners enter t!e room and ta&e 6attendance6 usin# a pree$istin# S/ART oteboo& lesson. A$ In%#iry Aro#sal E4nsure t!at educators are usin# Common Core State Standards t!ey are familiar (it! to create t!eir S/ART oteboo& lessons. As& about standards t!at students are !a.in# difficulty (it! or ones t!at may need more material. @rite t!ese ideas on t!e S/ART 2oard and sa.e for later use. A& 'ariability EAns(er any 9uestion t!at arise and roam t!e room to assist (it! any tec!nical difficulties. 24 a.ailable for support t!rou#!out t!e trainin#.

RELEVANCE
(! )oal orientation E"earners in t!is trainin# are educators t!at re9uire more trainin# to ma&e better use of t!eir S/ART 2oard. +nstructors (ill demonstrate t!e soft(are and !o( it can impro.e t!eir lessons. 11

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($ *otive matc+ing E"earners (ill !a.e t!e opportunity to use t!e standards t!ey c!oose (!en desi#nin# t!eir o(n S/ART oteboo& files. T!ey (ill also use #rade le.el appropriate standards to edit an e$istin# file to fit t!eir needs. (& Familiarity ET!e course (ill be#in (it! t!e creation of a file t!at deals (it! standards t!at are found in e.ery #rade le.el to some e$tent. T!e learners (ill t!en be as&ed to edit t!e file to meet t!e specific needs of t!eir classroom. Also8 learners (ill create an ori#inal file.

CONFIDENCE
C! Learning re%#irements ET!e instructor (ill assist t!e learners in creatin# a usable file ri#!t a(ay so t!at learners !a.e buy>in for t!e rest of t!e course. +nstructors (ill t!en aid learners in usin# t!eir &no(led#e to ad-ust t!is file as needed to fit t!eir needs. 'inally8 instructors (ill scaffold learners to create an ori#inal file. C$ S#ccess opport#nities ET!rou#! t!e creation of t!e first file8 learners (ill #ain t!e basic s&ills t!ey need to na.i#ate t!e soft(are. T!ese s&ills (ill be e$panded8 #ro(n8 and de.eloped t!rou#!out t!e remainder of t!e course. +nstructors (ill roam t!e room to aid as necessary. C& "ersonal control E"earners (ill create a file to#et!er to #ain t!e s&ills t!ey need to na.i#ate t!e soft(are. :o(e.er8 durin# t!e remainder of t!e course8 learners (ill use t!ese s&ills to create files t!at are uni9ue to t!eir classroom and needs.

SATISFACTION
S! ,at#ral conse%#ences E"earnin# a ne( soft(are can naturally be a frustratin# e$perience. :opefully by creatin# a file as a 6class68 s&ills can be de.eloped in a non t!reatenin# and comfortable en.ironment. T!ese s&ills are furt!er !oned t!rou#! t!e editin# and creatin# of ot!er files. S$ "ositive conse%#ences E"earners (ill !a.e many opportunities to use t!eir learnin# and apply it to t!eir classrooms in an e.eryday settin#. T!ey (ill also !a.e support of t!e instructor to !elp (it! any concerns or difficulties (it! t!e soft(are t!ey may !a.e. S& -%#ity ET!e files (ill be rated accordin# to a rubric. T!e rubric (ill allo( t!e instructor and t!e learners to de.elop t!e necessary s&ills to use t!e soft(are. "esson files (ill not be #raded or criti9ued. T!e files created in t!e trainin# (ill be used to de.elop s&ills. 11

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=eller8 A. /. B10*5D. T!e systematic process of moti.ational desi#n. Performance & Instruction, 26 B0;11D8 1>*.

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PART 4: INSTRUCTOR GUIDE

%ntroduction
This instruction is to be given in a one-to-one student to computer ratio. This is most easily achieved in a computer lab setting; however, any location can be appropriate. Other necessary materials include a projector and computer for instructor use, as well as access to grade level objectives (either on paper or digital). earners should bring a flash drive, disc, or other method to save and !eep their wor!. "t is assumed that participants have pre-loaded the #$%&T 'oteboo! software prior to this first class.

Gain Attention
%ttempt to get a list of attendees prior to the beginning of class and add them to the attendance chart of the included file. "f a list is not available, ta!e names at the beginning, input them, and have learners come up after class has begun to ta!e attendance.

stab!is" #urpose
()plain that throughout this class they will learn the s!ills to ma!e files such as this that can meet educational and procedural objectives of their classrooms. *ou may also discuss how this is not an in-depth course on the software, but will give them s!ills to get started. "t is highly suggested that learners practice these s!ills at home and e)plore the software on their own to gain advanced proficiency.

Stimu!ate Learners$ Attention% &otivation

%s! the students which standards they see their students struggling with. +iscuss how using the interactive #$%&T ,oard may help with understanding of these standards. #ome -uestions that may help with discussion are. /hat s!ills do " perceive " will need to achieve this0 +o these standards lend themselves to an interactive #$%&T ,oard learning lesson0 %re there any lessons for which " wish " had manipulatives0

#revie' t"e Learning Activity

()plain that in the ne)t few session, they will be creating several lessons they can use in their 13

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classrooms immediately. /e will start with a lesson on place value that will be created together. Then they will edit this lesson to better fit their classroom needs. 1inally, they will create a lesson specific to the standards they wish. &eassure them that the final 2project2 will not be completely on their own, and that they will have ample time and help.

*od!
The body of the learning will be bro!en down into sessions. #ession 3 immediately follows the introduction. i!e wise, session 4 is immediately followed by the conclusion.

Session 1+ Creating the ,Sample, Lesson Together

(eca!! (e!evant #rior )no'!edge
&eview the attendance chart and point out the features used. oc! in 5lace %llow $ove "mages 6rouping ines Te)t ()plain that these are the most common elements of #$%&T 'oteboo! lessons. Throughout this training we will learn them all.

#resent *nformation and examp!es

()plain that not everything in the classroom is a good candidate for the "nteractive #$%&T ,oard. 6enerally objectives that re-uire visuals or demonstrations and need increased engagement ma!e the best objectives for these lessons. %ny subject matter can be covered. $a!e a list of some good e)amples and some bad e)amples.

Good for S/ART 2oard Place Falue 'indin# G;or Placin# Punctuation C!aracter /ap

ot as Good for S/ART 2oard Story (ritin# /at! 'acts Comple$ /at! Computation

1%

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Gain + Direct Attention
#how the included finished #$%&T 'oteboo! esson they will be creating together. ()plain that they will go through the creation process together today. ,y the end of the day they will have created this file on their own.

Guide or #rompt use of Learning Strategies

(ncourage learners to try to do it on their own. +O 'OT use the mouse or !eyboard for them to complete the activities. "f a student re-uires assistance, point to where they need to clic!, e)plain how to get there, or demonstrate on your computer.

#rovide for and Guide #ractice

"nstruct learners to follow along as you go through the process. ,e sure to wor! slowly and allow the learners time to complete each action and7or as! any appropriate -uestions. ()plain that this software is similar to 5ower5oint, and so you will be using similar vocabulary. Once software is open, -uic!ly review the parts of the screen such as menu bar, tool bar, slide, etc. 8ontinue to review as necessary throughout the presentation. 3. Open the #$%&T 'oteboo! #oftware. The icon loo!s li!e a light blue noteboo!. +ouble clic! on this icon to open it. 9. Once it is open, learners should see a 'ew document. 8lic! on the 21ile2 $enu in the menu bar. 4. 8lic! on 2#ave %s..2 and save as *our'ame: esson3. The file should default to .noteboo!, however, double chec! and ma!e sure. ;. 'e)t we are going to add a title to our project. 3. 9. 8lic! on the % icon in the tools bar. 8lic! in the middle of the slide. This will open a te)t field. *ou should see a small rectangle with a blin!ing cursor inside. 4. ;. Type <5lace =alue> ?ighlight this te)t by clic!ing and holding then dragging the mouse over the words. &elease the clic!. Then adjust the font face and si@e using the 1ont Tools that have appeared. To get these tools, you must clic! on or near a te)t field or create a new te)t field. A. 8lic! off the te)t, then drag the te)t to the desired location.

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B. A. B. D. &epeat this process to add your name to the slide %dd a new slide to the esson by clic!ing the C on the menu bar. &epeat the above process to add the title. <(ven 'umbers 'eed a ?ome> %dd "mages to the slide 3. 9. 4. ;. A. B. 8lic! the 2picture2 tab on the left 8lic! the C by the <6allery (ssentials> 1older 8lic! the C by the <$athematics> folder ocate the <,ase Ten 8hart E blan! 3> +rag this image onto the slide &esi@e using the grey dot in the corner. *ou can get this dot by clic!ing an image. D. &epeat this process to add the numbers 9, D, A, and the coordinating base ten bloc!s F. G. 5lace the numbers and bloc!s to ma!e the number 9DA in the chart. 8lic! on the chart. 8lic! on the small triangle in the upper right corner. #elect oc! and then oc! in 5lace. ()plain that this loc!s items that you don2t want students accidentally moving. #how how this is used in the attendance e)ample for the lines and title headings. 3H. 8lic! on the number 9. 8lic! on the small triangle in the upper right corner. #elect oc! and then %llow $ove. ()plain that this allows students to move objects but they cannot resi@e or delete them. 33. ?ighlight the entire page and select the 6roup, then oc! "n 5lace. ()plain that this slide would be used to e)plain how 5lace =alue wor!s. $ost of the interaction would be with the mar!ers and nothing needs to be moved around. ?owever, on the ne)t slide, students will need more interaction. 39. 34. 3;. 8reate a new slide and add the title. $a!e *our OwnI +rag the same <,ase Ten 8hart> "mage to the slide. +rag several numbers and position them on the side of the chart. &esi@e so that they will fit on the chart. 3A. +rag one of each base ten bloc! and position them on the bottom of the chart. &esi@e 1)

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so that they will fit on the chart. 3B. 3D. 3F. 8lic! on the title and the chart and select < oc! in 5lace> ?ighlight all of the numbers and select <%llow $ove> ?ighlight all of the base ten bloc!s. #elect the corner triangle and select <"nfinite 8loner> This places the infinity symbol in the corner. ()plain that this loc!s the item in place and allows users to drag copies of it wherever they want. +emonstrate how it wor!s by dragging numbers onto the chart and then matching the base ten bloc!s. /hen a student is finished, highlight all the base ten bloc!s and delete them using the small triangle in the corner. 3G. 9H. %dd a new page with the title. /hat is the =alue0 - 5art 3 &epeat this process to create a page with a number loc!ed in the chart and clonable base ten bloc!s below. On this page, students will need to match the base ten bloc!s to the given number. 93. 99. %dd a new page with the title. /hat is the =alue0 - 5art 9 &epeat this process to create a page with a blan! chart and base ten bloc!s loc!ed into the chart and numbers to the side. On this page, students will need to match the numbers to the base ten bloc!s given. 94. #ave 1ile again

#rovide ,eedbac()plain that this is all that needs to be included in a #$%&T 'oteboo! lesson. #how how they could copy the last two pages a few times to create different numbers. %lso demonstrate how they could spend several minuets practicing on the $a!e *our Own page using different methods. %nswer any -uestions learners may have and go over any confusing steps. (nsure that each participant has a completed lesson and that they have saved all the wor! they did today.

Session 2+ -dit the ,Sample, "ile to "it

(eca!! (e!evant #rior )no'!edge
Jsing a different page, ta!e attendance again using the provided file. ?ave learners open their #ample lesson file and review the different elements. (nsure that learners can identify and use these elements.

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Te)t 1ields 1ont face and si@e %dding "mages oc! in 5lace %llow $ove "nfinite 8loner

#resent *nformation and examp!es

+uring this session, learners will edit this file to better fit their classroom. ?ave them locate a place value standard in their grade level objectives. "nsert a new page after the title page and add these standards to this page. ()plain that this will remind them which standards the lesson covers when they have long forgotten. %lso, if they visit the #$%&T ()change, lessons will contain an objective slide to assist with identifying which lessons they are loo!ing for.

Gain + Direct Attention

6o to the #$%&T ()change and demonstrate what lessons are available, how to download them, and what to loo! for. %lso e)plain that they will most li!ely have to change the lesson slightly so they should <#ave %s..> and !eep the file for their needs.

Guide or #rompt use of Learning Strategies

?ave learners 2#ave %s..> and change the file name to *our'ame: esson9. This will !eep the original file intact so they can edit as needed without fear of changing something major. +irect them to adjust the lesson as needed to fit their grade level. The instructor should float around the room and answer any -uestions and assist with problems that come up. REMEMBER: DO NOT DO THINGS FOR THE LEARNER!!! Tell or show but resist the urge to do!!

#rovide for and Guide #ractice

,e available to answer any -uestions that may arise. %llow learners to practice s!ills, but don2t let them get to frustrated. "f several learners are struggling with a certain s!ill, collect the class together and review on the projector. (ncourage each learner to follow the chec!list provided and include these elements.

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#rovide ,eedbac(nsure that every learner has a completed edited file to ta!e with them. %s! them what they feel they are strongest in and what they feel they still need wor! in. &ecord these to review at the beginning of the ne)t session.

Session $+ &n .our &#n

(eca!! (e!evant #rior )no'!edge
Jsing the third slide, ta!e attendance on the provided file. &eview any s!ills the learners needed wor! on at the end of #ession 9. %lso review the elements that ma!e a good interactive lesson.

#resent *nformation and examp!es

()plain that this time, learners will create a new file using objectives they choose. (ncourage them to include the elements from the chec!list as these help to ma!e the interactive lesson much easier. &eview how to choose good objectives for an interactive lesson and remind them to add an objectives slide after the title slide.

Gain + Direct Attention

#how the provided anguage %rts lesson to give learners a variety of options. 6o through how it would be used and discuss why it is a good lesson.

Guide or #rompt use of Learning Strategies

?ave learners open #$%&T 'oteboo! and create a new file called *our'ame: esson4. 1rom here, learners are mostly self directed. ?owever, li!e #ession 9, if several learners are struggling with a s!ill, review it together.

#rovide for and Guide #ractice

The instructor should be floating around the room offering assistance as necessary. "t would be helpful to have an e)tra presenter or peer to also be there to answer -uestions, however, this is not re-uired.

#rovide ,eedbac(nsure that every learner has completed file to use in their classroom. %llow the learners to self-evaluate using the chec!list. %lso provide an evaluation form to be used after the lesson is presented.

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CONTINUED FROM PREVIOUS

Conclusion
Summari.e and (evie'
&eview the elements of #$%&T 'oteboo! interactive lessons. (ncourage learners to continue to edit and change their lessons as their classrooms re-uire. %lso they should !eep practicing their s!ills by creating or editing lessons. &eview why each element should be included in a lesson and what benefits there are for using interactive lessons in the classroom.

Transfer Learning
#how the sample #cience file and demonstrate how it could be used in the classroom. +iscuss what objectives come to mind that they could create lessons to meet. ()plain that these lessons should be seen as normal preparation wor! and their creation will get easier.

(e motivate and C!ose

&eview all that the learners have covered and how far they have come. (ncourage them to strive for creating and teaching one interactive lesson a wee!.

Assessment
Assess Learning
Through the use of self- evaluation chec!lists and rubrics, ensure that learners have the s!ills to replicate these lessons on their own. This assessment will be throughout the sessions as the learners refine their s!ills with the software.

#rovide ,eedbac- and (emediation

The lesson they complete on their own will serve as a final project. "t allows the instructor to ensure that all the s!ills have been learned and that learners are ready to complete the course. ?owever, if these s!ills are not mastered by the end of the course, the instructor can provide additional practice and e)planation through email. They may also encourage the participant to repeat the course.

21

PART 5: LEARNER CONTEXT

+t is intended t!at t!e instructor use t!ese materials (!en presentin# t!e course. Some of t!e files are a.ailable on>line8 ot!ers (ill be included in t!e presentation materials. +t is assumed t!at t!e instructor is familiar (it! t!e S/ART oteboo& Soft(are and !as familiari<ed !imself (it! t!ese files.

/a Learning )aterials
Samp!e Lesson to be Created Toget"er
T!is lesson is to be created to#et!er durin# Session 1 of t!e course. :o(e.er8 a completed .ersion is included for instructor reference. +t is also pre.ie(ed before t!e session be#ins so t!at learners &no( (!at t!ey are to be creatin#. +t is included in t!e instructor materials and on>line.

Language Arts Samp!e Lesson Avai!ab!e via S&A(T xc"ange

T!is file is ta&en from t!e S/ART 4$c!an#e (ebsite. +t is used to s!o( learners !o( to #et files from t!is (ebsite8 as (ell as demonstrates (!at topics can be used in creatin# interacti.e S/ART 2oard lessons.

Science Samp!e Lesson Avai!ab!e via S&A(T xc"ange

Also ta&en from t!e S/ART 4$c!an#e (ebsite8 t!is file is used to furt!er t!e point t!at interacti.e lessons can be on any sub-ect matter. Any lesson can be used8 !o(e.er8 t!is !as been boo&mar&ed for ease of use.

/b Assessment )aterials
Se!f va!uation C"ec-!ists
T!is c!ec&list pro.ides t!e learner (it! t!e elements t!at are co.ered in t!e course and s!ould be included in t!eir S/ART oteboo& file. +t !as been included in t!e Appendi$

Se!f va!uation (ubric

T!is rubric allo(s t!e leaner to self>e.aluate !er ori#inal file. Since t!is file (as created around ob-ecti.es t!at fit !er classroom8 a c!ec&list is not as appropriate. +t (ill not be collected nor (ill t!e file be #raded. T!e rubric !as been included in t!e Appendi$.

/c Technolog! Tool Rationale

S&A(T xc"ange /ebsite
T!is site (as c!osen to s!o(case t!e e$istin# lessons t!at !a.e been created. T!is course co.ers !o( to create as (ell as edit lessons to fit any classroom. 2y usin# e$istin# lessons8 often t!e (or& can be lessoned. Also t!ere is t!e opportunity to be inspired by ot!er aut!ors and see more of (!at S/ART oteboo& is capable of. A free members!ip is re9uired to do(nload and .ie( lessons. Re#istration re9uires a .alid e>mail. 21

CONTINUED FROM PREVIOUS

Computers
Computers are a necessary piece of e9uipment. T!ey contain t!e soft(are and allo( access to t!e +nternet and ot!er files.

#ro0ector
T!e pro-ector is to be used (it! t!e instructor computer. +t (ill allo( t!e instructor to s!o( t!e learners e$actly (!at t!ey need to do.

22

PART 6: FORMATIVE EVALUATION PLAN

0a -xpert re(ie# plan
Rebecca /eneses !as been a teac!er in +llinois for ei#!t years. S!e teac!es middle sc!ool 4n#lis! and routinely (or&s (it! tec!nolo#y in !er classroom. /rs. /enses 9ualifies as a Sub-ect /atter 4$pert in t!at s!e is also a leader amon# !er peers and !as (or&ed (it! ot!ers on tec!nolo#y inte#ration. :er insi#!ts (ould allo( for furt!er de.elopment. T!e sur.ey and trainin# (ere sent to /rs. /enses on 23APR211% and recei.ed bac& on 1/AH211% .

0b &ne to &ne re(ie# plan

Durin# t!is sta#e8 + (ould pro.ide 3>% educators (it! t!e opportunity to participate in t!e S/ART 2oard trainin# in a one>to>one atmosp!ere. T!ese educators s!ould fit t!e #eneric profile of t!e users and .olunteer for t!e trainin#. 4ac! educator (ill be pro.ided t!e opportunity to elaborate on instances (!ere more information is necessary. T!ey are encoura#ed to t!in& aloud and tal& t!rou#! t!ere lesson creation. +nstructors (ill mo.e t!rou#! t!e lessons at a comfortable pace for t!e indi.idual. T!is s!ould be noted so t!at future lessons can be paced appropriately. =ey 9uestions t!e feedbac& s!ould ans(er are: +s t!e pacin# appropriate for t!e trainin#I @!ere are t!e (ea& points in t!e instructionI +s t!ere any place (!ere more material or e$planation is necessaryI Are t!e materials pro.ided ade9uate to teac! S/ART +s t!ere any topic t!at needs more refinementI @!ere s!ould future trainin# focusI oteboo&I

0c Small Group -(aluation 1lan

,nce t!e refinements from t!e ,ne>to>one Re.ie( !a.e been implemented8 t!e trainin# (ill be offered to a small #roup of 3>3 educators. T!is #roup (ill recei.e t!e trainin# as a (!ole unit. T!ey (ill focus on t!e pacin# for a #roup8 instructor attention and t!e ease of t!e trainin#. T!is trainin# s!ould not be e$traordinarily difficult8 !o(e.er8 it s!ould be c!allen#in#. 2y ans(erin# t!e follo(in# 9uestions durin# and after trainin#8 (e (ill !a.e a better idea of t!e effecti.eness of t!e trainin#: Are t!ere any times (!en t!e ob-ecti.e (as too difficult or too easyI
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CONTINUED FROM PREVIOUS

Did t!e trainin# mo.e (ell from day to dayI @!ere did it seem dis-ointedI Did t!e instructor pro.ide you (it! enou#! support t!rou#!out t!e trainin#I

0d "ield Trial 1lan

,nce t!e small #roup !as met and furt!er impro.ements !a.e been made8 t!e trainin# (ould t!en be distributed to a sc!ool district for a field trial. T!is district s!ould !a.e S/ART boards in 53>*1C of t!eir classrooms. T!e district s!ould fit (it! t!e profile and !a.e pro.ided fe( trainin#s for t!is tec!nolo#y. T!ey s!ould be (illin# to pro.ide trainin# for at least 3 of t!eir sc!ools (it! #roups of at least 38 but no more t!an 11. Durin# t!ese trainin#s8 instructors s!ould focus on !o( (ell t!e learners are ac9uirin# t!e necessary s&ills by as&in# t!e follo(in# 9uestions: Do learners feel as t!ou#! t!ey can complete a lesson on t!eir o(nI Are all learners confident durin# eac! sessionI @!ic! sessions could be made easier to understand and;or ma&e learners more confidentI +s t!e pace comfortable for t!e learnersI Are t!ere any places t!at need to be sped up or slo(ed do(nI

Since t!is (ould be t!e final trial before releasin# it into t!e industry8 it is important to ensure t!at all learners and instructors are comfortable (it! t!e product.

2%

PART 7: FORMATIVE EVALUATION REPORT

2a -(aluation Sur(e!
T!is sur.ey (as pro.ided to t!e Sub-ect /atter 4$pert t!rou#! t!e (ebsite (((.sur.eymon&ey.com.

1. :o( clear are t!e #oal8 audience and rationale of t!e trainin#I BComment 2o$D 2. :o( appropriate are t!e needs assessment and learnin# conte$tI BComment 2o$D 3. :o( clear are t!e ob-ecti.es of t!is trainin#I B/ultiple C!oice (it! comment bo$D %. :o( (ell>or#ani<ed (as t!e instructor #uideI B/ultiple C!oice (it! comment bo$D 3. :o( (ort!(!ile are t!e course materialsI B/ultiple C!oice (it! comment bo$D ). Are t!ere enou#! e$amples to e$plain t!e conceptsI BComment 2o$D 5. @!ic! areas need more refinementI BComment 2o$D *. Any ot!er commentsI BComment 2o$D

2b Report of -xpert Re(ie#

T!e S/4 ans(ered t!e sur.ey in a timely manner. :er input is in.aluable to t!is trainin#. S!e reaffirmed t!at t!e trainin# is on t!e ri#!t trac&. S!e a#reed t!at t!e instructor s!ould not do t!in#s for t!e learners. :er input about t!e be#innin# of t!e instructor #uide caused me to re(rite a fe( sections. + (as pro-ectin# too muc! of my e$citement into t!e trainin#. S!e also a#reed t!at t!e instructor #uide and materials are appropriate for t!e trainin# and easy to follo(. +n addition8 /rs. /eneses pointed out se.eral #rammatical errors t!at (ere corrected.

2c Designer,s Response to Re(ie#

+ !a.e corrected t!e #rammatical errors and re(orded t!e be#innin# sections of t!e +nstructor Guide. + appreciate !er input. S!e pus!ed me to create a trainin# t!at (as 9uality as (ell as &ept me from #oin# too bi#. 2efore sendin# it for !er re.ie(8 + !ad to ta&e a critical eye. o( (it! !er feedbac&8 + am able to ma&e final c!an#es before t!e one>to>one field trial.

23

PART 8: STANDARDS GRID

Professional Standards Addressed (AECT)
T!e follo(in# standards8 de.eloped by t!e Association for 4ducational Communications and Tec!nolo#y BA4CTD8 and used in t!e accreditation process establis!ed by t!e ational Council for Accreditation of Teac!er 4ducation B CAT4D8 are addressed to some de#ree in t!is course. T!e numbers of t!e standards correspond to t!e numbers ne$t to t!e course tas&s s!o( on t!e list of assi#nments. ot all standards are addressed e$plicitly t!rou#! student (or&. %ssignments meeting standard in whole or part #tandard 3. +(#"6' 3.3 ("#+) "nstructional #ystems +esign K K K K K K "+ 5roject "+ 5roject "+ 5roject "+ 5roject #elected +iscussion 1orums; "+ 5roject "+ 5roject

3.3.3 %naly@ing 3.3.9 +esigning 3.3.4 +eveloping 3.3.; "mplementing 3.3.A (valuating 3.9 $essage +esign 3.4 "nstructional #trategies 3.; earner 8haracteristics

K K

"+ 5roject "+ 5roject

#tandard 9. +(=( O5$('T 9.H (includes 9.H.3 to 9.H.F) 9.3 5rint Technologies 9.9 %udiovisual Technologies 9.4 8omputer-,ased Technologies 9.; "ntegrated Technologies K (all assignments) K K "+ 5roject &eading Lui@; "+ 5rojects

#tandard 4. JT" "M%T"O' 4.H (includes 4.H.3 N 4.H.9) 4.3 $edia Jtili@ation 4.9 +iffusion of "nnovations 4.4 "mplementation and K "+ 5roject K (all assignments)

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CONTINUED FROM PREVIOUS

"nstitutionali@ation 4.; 5olicies and &egulations

#tandard ;. $%'%6($('T ;.H (includes ;.H.3 N ;.H.4) ;.3 5roject $anagement ;.9 &esource $anagement ;.4 +elivery #ystem $anagement ;.; "nformation $anagement

#tandard A. (=% J%T"O' A.3 5roblem %nalysis A.9 $easurement A.4 1ormative (valuation 8riterion-&eferenced K and #ummative K "+ 5roject K "+ 5roject

A.; ong-&ange 5lanning

COURSE GOALS

O!"ECTIVES

T!e o.erall #oal for t!e course is for eac! student to consider and use t!e systematic process of instructional desi#n to create an instructional product. To ac!ie.e t!is #oal8 students (ill en#a#e in acti.ities t!at promote reflecti.e practice8 emp!asi<e realistic conte$ts8 and employ a number of communications tec!nolo#ies. 'ollo(in# t!e course8 students (ill be able to: 1. Discuss t!e !istorical de.elopment of t!e practice of instructional desi#n (it! re#ard to factors t!at led to its de.elopment and t!e rationale for its use 2. Describe at least t(o reasons (!y instructional desi#n models are useful

3. +dentify at least si$ instructional desi#n models and classify t!em accordin# to t!eir use %. Compare and contrast t!e ma-or elements of t!ree t!eories of learnin# as t!ey relate to instructional desi#n 3. Define Jinstructional desi#n.K

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CONTINUED FROM PREVIOUS

). Define t!e (ord JsystematicK as it relates to instructional desi#n 5. Define Jlearnin#K and synt!esi<e its definition (it! t!e practice of instructional desi#n *. Relate t!e desi#n of instruction to t!e term Jeducational Bor JinstructionalKD tec!nolo#yK 0. Describe t!e ma-or components of t!e instructional desi#n process and t!e functions of models in t!e desi#n process 11. Pro.ide a succinct summary of .arious learnin# conte$ts Bdeclarati.e &no(led#e8 conceptual8 declarati.e8 principle8 problem>sol.in#8 co#niti.e8 attitudinal8 and psyc!omotorD 11. 2uild an instructional desi#n product t!at inte#rates ma-or aspects of t!e systematic process and ma&e t!is a.ailable on t!e (eb. a. Describe t!e rationale for and processes associated (it! needs8 learner8 conte$t8 #oal8 and tas& analyses i. Create and conduct .arious aspects of a front>end analysis ii. +dentify met!ods and materials for communicatin# sub-ect matter t!at are conte$tually rele.ant b. Describe t!e rationale for and processes associated (it! creatin# desi#n documents Bob-ecti.es8 moti.ation8 etc.D i. Construct clear instructional #oals and ob-ecti.es ii. De.elop a moti.ational desi#n for a specific instructional tas& iii. De.elop assessments t!at accurately measure performance ob-ecti.es c. Select and implement instructional strate#ies for selected learnin# tas&s i. Select appropriate media tools t!at support instructional desi#n decisions d. Describe t!e rationale and processes associated (it! t!e formati.e e.aluation of instructional product i. Create a plan for formati.e e.aluation 12. +dentify and use tec!nolo#y resources to enable and empo(er learners (it! di.erse bac&#rounds8 c!aracteristics8 and abilities. 13. Apply state and national content standards to t!e de.elopment of instructional products 1%. /eet selected professional standards de.eloped by t!e Association for 4ducational Communications and Tec!nolo#y 13. 7se .arious tec!nolo#ical tools for instructional and professional communication

2*

CONTINUED FROM PREVIOUS

AECT STANDARDS (A##li$a%le to EDTEC& '()) *.( Desi+n
*.* Instr,$tional S-ste.s Desi+n 1.1.a 7tili<e and implement desi#n principles (!ic! specify optimal conditions for learnin#. 1.1.b +dentify a .ariety of instructional systems desi#n models and apply at least one model. 1.1.1 Analy<in# 1.1.1.a @rite appropriate ob-ecti.es for specific content and outcome le.els. 1.1.1.b Analy<e instructional tas&s8 content8 and conte$t. 1.1.2 Desi#nin# 1.1.2.a Create a plan for a topic of a content area Be.#.8 a t!ematic unit8 a te$t c!apter8 an interdisciplinary unitD to demonstrate application of t!e principles of macro>le.el desi#n. 1.1.2.b Create instructional plans Bmicro>le.el desi#nD t!at address t!e needs of all learners8 includin# appropriate accommodations for learners (it! special needs. 1.1.2.d +ncorporate contemporary instructional tec!nolo#y de.elopment of interacti.e lessons t!at promote student learnin#. 1.1.3 De.elopin# 1.1.3.a Produce instructional materials (!ic! re9uire t!e use of multiple media Be.#.8 computers8 .ideo8 pro-ectionD. 1.1.3.b Demonstrate personal s&ill de.elopment (it! at least one: computer aut!orin# application8 .ideo tool8 or electronic communication application. 1.1.% +mplementin# 1.1.%.a 7se instructional plans and materials (!ic! t!ey !a.e produced in conte$tuali<ed instructional settin#s Be.#.8 practica8 field e$periences8 trainin#D t!at address t!e needs of all learners8 includin# appropriate accommodations for learners (it! special needs. 1.1.3 4.aluatin# 1.1.3.a 7tili<e a .ariety of assessment measures to determine t!e ade9uacy of learnin# and instruction. 1.1.3.b Demonstrate t!e use of formati.e and summati.e e.aluation (it!in practice and conte$tuali<ed field e$periences. 1.1.3.c Demonstrate con#ruency amon# #oals;ob-ecti.es8 instructional strate#ies8 and assessment measures. *.) Instr,$tional Strate+ies 1.3.a Select instructional strate#ies appropriate for a .ariety of learner c!aracteristics and learnin# situations. 1.3.b +dentify at least one instructional model and demonstrate appropriate conte$tuali<ed application (it!in practice and field e$periences. processes in t!e

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CONTINUED FROM PREVIOUS

1.3.c Analy<e t!eir selection of instructional strate#ies and;or models as influenced by t!e learnin# situation8 nature of t!e specific content8 and type of learner ob-ecti.e. 1.3.d Select moti.ational strate#ies appropriate for t!e tar#et learners8 tas&8 and learnin# situation. *./ Learner C0ara$teristi$s 1.%.a +dentify a broad ran#e of obser.ed and !ypot!etical learner c!aracteristics for t!eir particular areaBsD of preparation. 1.%.b Describe and;or document specific learner c!aracteristics (!ic! influence t!e selection of instructional strate#ies. 1.%.c Describe and;or document specific learner c!aracteristics (!ic! influence t!e implementation of instructional strate#ies.

1.( De2elo#.ent
2.1.1 Select appropriate media to produce effecti.e learnin# en.ironments usin# tec!nolo#y resources. 2.1.2 7se appropriate analo# and di#ital producti.ity tools to de.elop instructional and professional products. 2.1.3 Apply instructional desi#n principles to select appropriate tec!nolo#ical tools for t!e de.elopment of instructional and professional products. 2.1.% Apply appropriate learnin# and psyc!olo#ical t!eories to t!e selection of appropriate tec!nolo#ical tools and to t!e de.elopment of instructional and professional products. 2.1.3 Apply appropriate e.aluation strate#ies and effecti.eness of instructional and professional products. tec!ni9ues for assessin#

2.1.) 7se t!e results of e.aluation met!ods and tec!ni9ues to re.ise and update instructional and professional products. 2.1.5 Contribute to a professional portfolio by de.elopin# and selectin# a .ariety of productions for inclusion in t!e portfolio. 1.* Print Te$0nolo+ies 2.1.3 7se presentation application soft(are to produce presentations supplementary materials for instructional and professional purposes. and

2.1.% Produce instructional and professional products usin# .arious aspects of inte#rated application pro#rams. 1.) Co.#,ter3!ased Te$0nolo+ies 2.3.2 Desi#n8 produce8 and use di#ital information (it! computer>based tec!nolo#ies.

).( Utili4ation
).* 5edia Utili4ation 3.1.1 +dentify &ey factors in selectin# and usin# tec!nolo#ies appropriate for learnin# situations specified in t!e instructional desi#n process.

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CONTINUED FROM PREVIOUS

3.1.2 7se educational communications and instructional tec!nolo#y BS/4TSD resources in a .ariety of learnin# conte$ts.
).) I.#le.entation and Instit,tionali4ation 3.3.1 7se appropriate instructional materials and strate#ies in .arious learnin# conte$ts. 3.3.2 +dentify and apply tec!ni9ues for inte#ratin# S/4TS inno.ations in .arious learnin# conte$ts. 3.3.3 +dentify strate#ies to maintain use after initial adoption.

/.( 5ana+e.ent
(none specifically addressed in 503)

'.( E2al,ation
'.* Pro%le. Anal-sis

3.1.1 +dentify and apply problem analysis s&ills in appropriate sc!ool media and educational tec!nolo#y BS/4TD conte$ts Be.#.8 conduct needs assessments8 identify and define problems8 identify constraints8 identify resources8 define learner c!aracteristics8 define #oals and ob-ecti.es in instructional systems desi#n8 media de.elopment and utili<ation8 pro#ram mana#ement8 and e.aluationD.
'.1 Criterion3referen$ed 5eas,re.ent 3.2.1 De.elop and apply criterion>referenced measures in a .ariety of S/4T conte$ts. '.) For.ati2e and S,..ati2e E2al,ation 3.3.1 De.elop and apply formati.e and summati.e e.aluation strate#ies in a .ariety of S/4T conte$ts. SME ! Sc"ool Media & Educational ec"nolo#ies

31