Portfolio

Project

EDUC 765: Trends and Issues in Instructional Design



By: Anna Panova - Cicchino



Submitted 6-23-17







PROJECT PROPOSAL MODULE 2

Project Title Classroom
Differentiating instruction using Google Classroom training.

Sponsoring Organization

Montgomery High School (MHS), Math Department

Montgomery High School is located in Central New Jersey, four miles north of Princeton,
and serves the suburban communities of Montgomery, Skillman, Belle Mead, Blawenburg,
Rocky Hill and parts of Princeton. In 2016, the total enrollment for grades 9 - 12 was 1627.
Ninety-three percent of the graduating class of 2016 are continuing their education at four-
year colleges. The Program of Studies offers 21 Advanced Placement Courses, 28 Honors
and accelerated courses as well as a wide array of challenging academic electives.

The District Mission Statement is: To prepare all students to succeed in a diverse, ever-
changing, global society by providing innovative programs and quality educational
experiences.

Project Description

The mission of the Montgomery Technology Program is to enhance teaching and learning
through the application of technology. Google Apps for Education have been available to all
Montgomery teachers since 2015. Google tools available to students and teachers include
Google Classroom, which is a free Learning Management System.

In 2017-2018 school year, all Montgomery Township teachers will be required to use
Google Classroom. While some of the teachers have been using Google Classroom for the
past two years successfully, other teachers have been hesitant to use it. Since all teachers
will be required to use Google Classroom, training is needed based on anticipated need.

In 2016-2017 school year, ECRA Group has been hired by the school district to develop a
strategic plan. During Phase 1, over 3,800 stakeholders have provided feedback through an
online survey. Based on the feedback provided by parents, teachers, students and
community members classroom differentiation has been identified as an opportunity for
improvement. By differentiating instruction, teachers utilize strategies to support the range
of different academic backgrounds. There is a felt need for teachers to differentiate
classroom instruction.

Both of these needs will be addressed in this project.

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Aim
Provide hands-on training to MHS math teachers in utilizing Google Classroom in order to
differentiate learning experiences for each student.
Target Audience

Montgomery High School Math Teachers.

Delivery Options

The instruction for this project will be delivered using blended instruction in two stages.

Stage 1: Online component of the instruction will address the basics of using Google
Classroom in a classroom. This component will be self-paced and users can have different
entry points based on their mastery level.

Stage 2: Face-to-Face component of the instruction will provide teachers training on how
to use Google Classroom to differentiate instruction for students. Face-to-Face component
will allow teachers to address any concerns from Stage 1 of the instruction and collaborate
together to come up with meaningful ways to use Google Classroom in the classroom. This
component will not be self-paced.

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FRONT-END ANALYSIS: INSTRUCTIONAL NEED MODULE 3

Instructional Need
Montgomery Township school district has been using Google Apps for Education for the
past two years. According to the current Superintendent, all teachers will be required to
use Google Classroom during the 2017-2018 school year. While many teachers have
embraced Google Classroom and feel that using it with their students has transformed the
way they teach, other teachers have never used it.

The district Technology Department has made attempts to get teachers to use Google
Classroom by providing mandatory face-to-face training during the 2016-2017 academic
school year. Teachers who were inexperienced users felt that they needed basic training
and were not able to follow the instructor and left training frustrated.

Currently, 20% of the MHS math department teachers have never used Google Classroom.
Since participation will be mandatory in the upcoming school year, for teachers who are
not using Google Classroom, there is a performance problem and an identified future need
due to a rollout of a new product.

Needs assessment revealed that even among 80% of teachers who are currently using
Google Classroom, none of the teachers use it to provide students with individual feedback
or to differentiate instruction. This reveals a gap in performance since teachers are not
using Google Classroom to its full potential. Instruction with clear objectives covering all
features of Google Classroom would fix the gap in performance.

In 2016-2017 school year, ECRA Group was hired by the school district to develop a
strategic plan. During Phase 1, over 3,800 stakeholders provided feedback through an
online survey. Based on the feedback provided by parents, teachers, students and
community members classroom differentiation has been identified as an opportunity for
improvement. There is a felt need for teachers to differentiate classroom instruction.

Google Classroom can be used effectively to differentiate instruction and provide
individualized learning for students. This can only be accomplished when teachers are
aware of all the features of Google Classroom and also have knowledge of how to
differentiate instruction in their classroom.

FRONT-END ANALYSIS: LEARNER CHARACTERISTICS MODULE 3

Learner Analysis

Primary Audience
Montgomery High School math teachers who have no or very limited experience
with Google Classroom.
Montgomery High School math teachers who are experienced users of Google
Classroom.

Secondary Audience
Montgomery Upper School (middle school) math teachers
Montgomery High School teachers outside of the math department
Montgomery School Administrators who wish to learn more about Google
Classroom

General Learner Characteristics
Age: 24 - 56
Gender: 15% male and 85% female
Education: 40% BS, 25% MA, 15% MA+15, 10% MA+30, 5% MA+60, 5% PhD
Years of Teaching Experience: 35% 0 -5 years, 25% 6 10 years,
25% 11 15 years, 15 % with over 20 years
Ethnicity: 10% Asian, 10% Hispanic, 80% White

Entry Characteristics

Pre-requisite Skills:
o Ability to use a computers and a web browser.
o Ability to create a Google Document
o Ability to create a Google Form
o Ability to turn a document into a PDF
o Basic Knowledge of Google Suite for Education environment

Attitude and Motivation:
o Most teachers are currently using Google Classroom and see it as a useful
resource.
o Some teachers have not been using Google Classroom and resent the idea
of being required to use this tool.

Prior Experience:
o 80% of MHS math teachers are currently using Google Classroom
o None of the MHS math teachers are currently using it to differentiate
Content for individual students.

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 o Teachers have varied experience with using Google Apps for Education
(Google Docs, Google Sheets, Google Presentation)

Contextual Analysis

Orienting Context
Teachers believe that after participating in online training, they will learn the basics
of using Google Classroom.
Teachers want to see value in using Google Classroom and learn how it can create
more efficient classroom procedures.
Teachers believe that after participating in face-to-face training, they will be able to
differentiate learning experiences for various students.
Since all teachers will be required to use Google Classroom, this training will help
them learn useful ways to incorporate it into their daily instruction.
Teachers understand that they will be required to demonstrate mastery of
objectives by completing various tasks within Google Classroom and assessing
through Google Forms.
Teachers believe that they already differentiate instruction by providing students an
opportunity to get started on homework early.
Teachers have difficulty differentiating between Announcements and Assignments
within Google Classroom environment.
Teachers have difficulty identifying types of assignments that appear on the Google
Calendar.
Teachers who are not familiar with Permission levels of Google Documents will have
a difficult time understanding Permission Levels within Google Document
assignments within Google Classroom.
Some teachers might be resistant to training because using Google Classroom has
become mandatory and it is not their choice.

Instructional Context (Blended Learning)
Online component:
o Training will be delivered through a website that supports Digital Badges
(Weebly, Wordress or Google Sites).
o Earning Digital Badges will allow students to move at their own pace as they
compete various tasks.
o Online instruction comprised of text, videos, self-assessments and other
instructional components will be hosted on the website.

Onsite component:
o Onsite component will be offered during scheduled district PD Sessions.
o All training will take place in a classroom setting with adequate lightning, low
noise level and adequate temperature.
o Each teacher will have a student desk. Student desks can be moved in the
room to encourage peer interactions.

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 o All training will take place at the MHS building during district PD days. No
special transportation arrangements need to be made.
o Each classroom is equipped with an interactive EPSON projector and EPSON
document camera.

Technology Inventory
All MHS teachers have a school issued laptop equipped with Camera and
Microphone. Teachers are able to take the laptop home every day.
Teachers have access to Google Apps for Education from any place with Internet
Access.

Transfer Context
Teachers will have an opportunity to experience the teacher side of Google
Classroom as well as student side of Google Classroom during the online portion of
the training.
Teachers will use what they have learned in their own classroom during the
academic school year.
Teachers will work in pairs to experience Teacher and Student side of using Google
Classroom and support each other if problems arise.
Online training website will always be available to teachers and they will have
access to training materials at all times.
Teachers will join Google + Community in order to support each other after the
training.

INSTRUCTIONAL IMPACT BASED UPON LEARNER CHARACTERISTICS

Application of Learning Theories

o Adult learners are self-directed, therefore using Digital Badges will provide a way
for teachers to choose how each badge is earned and self-pace as they progress
through the modules on online component of the training.
o Since providing opportunities for dialogue among students is a teaching strategy for
adult learners, the following components will be built-in to the course: Google +
Community where teachers can collaborate and seek help when needed, face-to-face
component following online portion to encourage dialogue.
o Adult learners need an opportunity to challenge ideas and debate. Adult learners
have their own ideas and might not agree with the instructors plan. This is
important to keep in mind because teachers who are reluctant to use Google
Classroom and resent the idea of being required to use it will need special
consideration. During face-to-face training, an opportunity will be provided to
teachers to voice their concerns.

Utilizing the Behavior Theory, the following components will be incorporated into the
course:
o Teachers will earn Digital Badges when they master a certain topic or complete a
specific task demonstrating mastery (Reward desirable behavior).
o Online component will be organized by learning objectives and teachers will be able
to master objectives frequently and receive reinforcement (badge).

Utilizing Social Learning Theory, the following components will be incorporated into the
course:
o Teachers will be able to learn from each other through observation and modeling.
How to videos modeling various steps will be available during the online
component of the training.
o Teachers will have an opportunity to share best practicing during face-to-face
component of the training.

Utilizing Cognitive Learning Theory, the following components will be incorporated into
the course:
o Online component will be provided first to ensure that learners at different stages of
cognitive development have time to process information at their own speed. Since
teachers would be completing online modules on their own, they will have as much
time as they need to master the content.
o Online training component will be available at the end of August so that teachers
can use what they learned to create their own classes for the upcoming school year
and set-up Google Classroom prior to the school year beginning.

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Application of Motivational Theories
o According to Morrison, Ross, and Kemp, adults often enter training programs with a
high level of motivation to learn.
o Objectives will be clearly specified to ensure that teachers who are already familiar
with a specific module can test out and move on to the next module.
o Adult learners want to know how the course's content will benefit them. In addition
to clear objectives in each module, practical application that will benefit teachers
will be shared.
o Time is an important consideration for adult learners. Entry tests will be used to
ensure that learners who have already mastered specific content through their prior
experiences will not waste their time.
o Instead of attending Professional Development at the end of the school year, MHS
teachers have an option of completing Flex PD during school year. Google Classroom
training can be completed as part of Flex PD.

Impact of a Diverse Audience on Instruction
While the majority of MHS math teachers are white and native speakers, 15% of teachers
are not native speakers, 10% are Asian and 10% are Hispanic. Morrison, Ross, and Kemp
identify five standards for effectively teaching culturally diverse learners:

o Engaging in joining productive activity between expert and a novice.
o Developing language and literacy across curriculum
o Making meaning using real-world context
o Teaching complex thinking
o Teaching through conversation

During the online component of the training, teachers will be paired up to work together so
each person can experience being a teacher in a classroom as well as being a student in
someone elses class. In order to address the first standard listed above, I would pair up a
inexperienced Google Classroom user with an experienced Google Classroom user. Since
students will be using what they are learning in their own classrooms during the 2017-
2018 school year, teachers will be making meaning using real-world context.

While the online portion of the training will focus on basic features of Google Classroom,
face-to-face instruction will provide an opportunity for all learners to get involved in
complex thinking. Differentiated instruction is a complex topic that will allow for a rich
conversation between teachers.

In addition to being culturally diverse, the attitudes of the participants will vary. While
some teachers have been using Google Classroom and see the value in it, other teachers are
reluctant to use it and resent the idea of being required to use it if they dont see the need
for it. During face-to-face portion of the training, reluctant teachers will be paired up with
teachers who are using Google Classroom effectively. In order to gauge the attitudes of
individual teachers, a survey will be used prior to the implementation of the training
program.

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Teachers have various levels of comfort with Google Classroom and Google Apps for
Education, therefore it will be imperative to include remedial training material that can be
accessed when the need arises. Morrison, Ross, and Kemp make a recommendation to
make the difficulty level slightly higher than what is considered optimum for the average
learner. By doing so, I would need to provide additional support for struggling learners.

To ensure that advanced students are not bored, entry tests that will determine learner
readiness will be available for each module to ensure that learners do not feel like they are
wasting their time.

GOAL AND TASK ANALYSIS MODULE 5

Goal Analysis

I chose to use Goal Analysis Methodology described by Morisson, Ross, Kalman, and Kemp
on pages 38 - 41.

Step 1: Identify the Aim
Get familiar with features of Google Classroom and be able to utilize it in your own
classroom.
Utilize Google Classroom to differentiate learning experiences for each student.

Step 2: Set Goals

Create Google Classroom for individual classes
Be able to share instruction with students of how to join their Google Classroom
Complete the About Section for individual classes
Post an announcement in Google Classroom
Post an assignment in Google Classroom
Schedule an assignment to be posted at a later time
Reuse an assignment that was already posted for a different class
Attach a document within an assignment so that students can view only
Attach a document within an assignment so that each student gets their own copy
Collect and return graded work submitted by a student in Google Classroom
Use the comment feature to provide feedback to students when an assignment is
returned
Move important assignments to the top within a Google Classroom
Create a poll to get student feedback within Google Classroom
Archive a course at the end of the school year
Assign work to individual students based on their needs in order to differentiate
instruction.


Step 3: Refine Goals
1) Create a Google Classroom for each class
2) Share instructions with students on how to join their Google Classroom
3) Complete the About Section for individual classes
4) Post an announcement in Google Classroom
5) Post an assignment in Google Classroom
6) Instruct students on how to access assignments
7) Schedule an assignment to be posted at a later time
8) Reuse an assignment that was already posted for a different class.
9) Attach a document within an assignment that students can view only
10) Attach a document within an assignment so that each student gets their own copy
11) Instruct students on how to submit work in Google Classroom
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 12)Collect and return work submitted by a student in Google Classroom with the
assigned grade
13) Provide students with written feedback on assignments submitted in Google
Classroom
14) Move important assignments to the top within a Google Classroom
15) Create a poll to get student feedback within Google Classroom
16) Archive a course at the end of the school year
17) Assign work to individual students based on their needs in order to differentiate
instruction
18) Use the Comment feature to communicate directly with students

Step 4: Rank Goals

1) Create a Google Classroom for each class
2) Share instructions with students on how to join their Google Classroom
3) Post an assignment in Google Classroom
4) Instruct students on how to access assignments
5) Attach a document within an assignment that students can view only
6) Attach a document within an assignment so that each student gets their own copy
7) Instruct students on how to submit work in Google Classroom
8) Collect and return work submitted by a student in Google Classroom with the
assigned grade
9) Assign work to individual students based on their needs in order to differentiate
instruction
10) Provide students with written feedback on assignments submitted in Google
Classroom
11) Use the Comment feature to communicate directly with students
12) Post an announcement in Google Classroom
13)Schedule an assignment to be posted at a later time
14) Reuse an assignment that was already posted for a different class.
15) Move important assignments to the top within a Google Classroom
16) Complete the About Section for individual classes
17) Create a poll to get student feedback within Google Classroom
18) Archive a course at the end of the school year


Step 5: Refine Goals Again
Removed Goal 11 since it is covered under Goal 10
The remaining Goals represent instructional need


Step 6: Make a Final Ranking
1) Create a Google Classroom for each class
2) Share instructions with students on how to join their Google Classroom
3) Post an assignment in Google Classroom
4) Instruct students on how to access assignments
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 5) Attach a document within an assignment that students can view only
6) Attach a document within an assignment so that each student gets their own copy
7) Instruct students on how to submit work in Google Classroom
8) Collect and return work submitted by a student in Google Classroom with the
assigned grade
9) Assign work to individual students based on their needs in order to differentiate
instruction
10) Provide students with written feedback on assignments submitted in Google
Classroom
11) Post an announcement in Google Classroom
12) Schedule an assignment to be posted at a later time
13) Reuse an assignment that was already posted for a different class.
14) Move important assignments to the top within a Google Classroom
15) Complete the About Section for individual classes
16) Create a poll to get student feedback within Google Classroom
17) Archive a course at the end of the school year

Task Analysis Method

Procedural Analysis described by Morisson, Ross, Kalman, and Kemp on pages 80 - 83 was
used for the Task Analysis. The task being used for this Task Analysis is assigning work to
individual students using Google Classroom.

Task Analysis

1. Create a new classroom within Google Classroom

a) Learner must sign in to the Google Account provided by school
b) Learner must click on the + sign to create new class
Cues: A box will appear on the screen asking learner to add a class name
Cues: If the Create button is gray and learner is unable to click on create, a class name
must be added
2. Enroll students in correct Google Classroom
a) Obtain a code for Google Classroom created
b) Click on the Students tab to see the class code
c) Share the code with students so they can join
d) Demonstrate to students how to join Google Classroom
Cues: If students are unable to join, check the code that was provided to students
Cues: You will see list of student who have joined the classroom.
3. Create a new assignment
a) You must be in the Stream tab in order to add an assignment within the classroom
b) Click on + in the bottom right corner of the screen and select create assignment
Cue: If the + is missing in the bottom right corner, check that you are in the Stream
tab.
4. Customize the assignment

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 a) Add a title for the assignment
Cue: If the Create box is grey and you are unable to click on it, add a title for the
assignment
b) Select a Due Date
c) Add an attachment or link if the assignment requires students to access a website or
print out a handout.
5. Choose a student(s) who will receive the assignment.
a) Select students from the dropdown menu on the top of the pop-up box.
6. Assign the assignment.
a) Click on the Assign button in order to distribute the assignment to students.

















INSTRUCTIONAL OBJECTIVES MODULE 5

Project (Instructional) Goal
Differentiating instruction using Google Classroom course is designed to help Montgomery
High School teachers become familiar with of all features of Google Classroom and be able
to assign work to individual students based on their learning need.

Terminal Objectives and Enabling Objectives

Terminal Objective 1

After completing this course, the learner will be able to create a Google Classroom
for a new class and utilize it to communicate with students. [Cognitive Domain
Knowledge]
1.1 Using a title of the course, room number and a course description create
new Google Classroom [Cognitive - Procedural]
1.2 Given a class roster, ensure that all students are able to join Google
Classroom [Cognitive - Procedural]
1.3 Given a specific date, time and requirement, create and distribute an
Announcement in a Google Classroom [Cognitive - Procedural]

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 1.4 Given a specific assignment, assign it through Google Classroom using
Due Date feature, so that it appears on students calendars [Cognitive -
Procedural]
1.5 Given a course description, complete the "About" section for each Google
Classroom
1.6 Given a specific assignment, schedule it to be assigned on a future date
1.7 Given a specific assignment already posted on one Google Classroom,
move it and assign it to a different Google Classroom
1.8 Given a specific assignment, attach a supplemental document for
students in "view only" mode
1.9 Given a specific document attachment, attach it so that each student gets
his or her own copy
1.10 Given a specific assignment completed and submitted by students,
collect, provide feedback, and return graded work to students in Google
Classroom
1.11 Given a specific assignment ranked for its importance, move it to the top
in Google Classroom
1.12 Given specific questions for student feedback, create a poll for students
to complete in Google Classroom


Terminal Objective 2

After completing this course, he learner will differentiate classroom instruction
based on individual student needs. [Cognitive Application]
2.1 Using students background information, identify students who will need
remediation during the school year [Cognitive Evaluating]
2.2 Using students background information, identify strong students who
will need challenging work during the school year [Cognitive Evaluating]

Terminal Objective 3

Assign supplemental materials to individual students within Google Classroom to
personalize learning based on students needs. [Cognitive Remembering]
3.1 Use data and formative assessments to identify students who will need
remediation and students who will need to be challenged within each
classroom [Cognitive Evaluating]
3.2 Assign remedial work to an individual student or a group of students
based on the need within the class [Cognitive Remembering]

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ENABLING OBJECTIVES MATRIX & SUPPORTING CONTENT MODULE 6

Brief description of target audience:

Twenty one Montgomery High School teachers who will be required to use Google
Classroom in the 2017-2018 school year. The range of comfort level with Google
Classroom varies within the department. Out of 21 teachers, 6 have not used Google
Classroom at all, while 5 teachers consider themselves super-users. Some of the teachers
have been using Google Classroom for a few years and are very enthusiastic about using it,
others have been reluctant to use it. There is a sense of resentment towards Google
Classroom since in 2017-2018 school year it will be something that teachers are required
to use in every classroom.

Terminal Objective:

After completing this course, the learner will be able to create a Google Classroom for a
new class and utilize it to communicate with students. [Cognitive Domain Knowledge]

List Pre-instructional Strategy:

A pre-test consisting of various tasks will be used to gage the entry level of each
participant. Since the ability level various within the department, it is important to provide
an appropriate entry point for each participant in order to differentiate instruction. Each
task would correspond to an Enabling Objective.

The final product of the pre-test would be a Google Classroom where participants complete
as many tasks as they are able to. Participants would share a Google Classroom code with
the instructor so that the instructor can assess their ability level.

Enabling Level on Learner Activity (What would learners Delivery
Objective Blooms do to master this objective?) Method
Taxonomy (Group
presentation/lecture,
self-paced, or small
group)
1. Using a title Cognitive - 1) A learner would watch an online Self-Paced:
of the course, Procedural tutorial or read through a PDF tutorial Online Delivery
room number 2) Upon completion of the tutorial,
and a course learner would obtain the title of the
description course, room number and a course
create new description.
Google 3) Learner would create a Google
Classroom Classroom using obtained
information.
4) To demonstrate mastery, learner
would provide the Google Classroom

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 Code to the instructor.
2. Given a class Cognitive - 1) Share the codes with all students Self-Paced:
roster, ensure Procedural and provide them time to join the Online Delivery
that all Google Classroom
students are 2) Obtain a class roster using Student
able to join Management System (Genesis)
Google 3) Watch an online tutorial and read a
Classroom PDF tutorial on how to view student
Roster on Google Classroom
4) Compare two rosters to identify
students who were not able to join
Google Classroom.
5) To demonstrate mastery, learner
would provide a screenshot of the
roster on Google Classroom to the
instructor.
3. Given a Cognitive - 1) Watch an online tutorial or read a Self-Paced:
specific date, Procedural PDF tutorial on creating an Online Delivery
time and announcement.
requirement, 2) Make an announcement on Google
create and Classroom.
distribute an 3) To demonstrate mastery, the
Announcement instructor would be notified that an
in a Google announcement has been made. The
Classroom instructor would access Google
Classroom to confirm.
4. Given a Cognitive - 1) Watch an online tutorial or read a Self-Paced:
specific Procedural PDF tutorial on creating an Online Delivery
assignment, assignment with a Due Date.
assign it 2) Create an announcement with a
through Google specific Due Date.
Classroom 3) To demonstrate mastery, the
using Due Date instructor would be notified that an
feature, so that assignment has been assigned.
it appears on Instructor would check on their
students calendar to ensure that assignment is
calendars visible.
5. Given a Cognitive - 1) Watch an online tutorial or read Self-Paced:
course Procedural PDF tutorial on adding a course Online Delivery
description, description.
complete the 2) Obtain a course description and
"About" section add it to the Google Classroom.
for each Google 3) To demonstrate mastery, learner
Classroom will share the screenshot with the
instructor.

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6. Given a Cognitive - 1) Watch an online tutorial or read a Self-Paced:
specific Procedural PDF tutorial on creating an Online Delivery
assignment, assignment scheduled to be assigned
schedule it to at a future date.
be assigned on 2) Schedule an assignment with a
a future date future Due Date.
3) To demonstrate mastery, the
instructor would be notified that an
assignment has been assigned for a
specific future date. (No longer than 2
days from the training day). The
instructor will ensure that the
assignment appears at the right time.
7. Given a Cognitive - 1) Watch on online tutorial or read Self-Paced:
specific Procedural through a PDF tutorial on re-assigning Online Delivery
assignment an assignment.
already posted 2) Learner will choose an assignment
on one Google that has been created and will assign it
Classroom, to a different class.
move it and 3) To demonstrate mastery, learner
assign it to a will share the code for the second
different Google Classroom and the instructor
Google will ensure that assignment appears in
Classroom both classrooms.
8. Given a Cognitive - 1) Watch on online tutorial or read Self-Paced:
specific Procedural through a PDF tutorial on creating an Online Delivery
assignment, assignment in view only mode.
attach a 2) Learner will create an assignment
supplemental in their Google Classroom in view
document for only mode.
students in 3) To demonstrate mastery, learner
"view only" will make the instructor aware that
mode the assignment has been created and
the instructor will ensure that it is in
view only mode.
9. Given a Cognitive - 1) Watch on online tutorial or read Self-Paced:
specific Procedural through a PDF tutorial on creating an Online Delivery
document assignment so that each student gets
attachment, his or her own copy
attach it so that 2) Learner will create an assignment
each student in their Google Classroom so that each
gets his or her student gets their own copy.
own copy 3) To demonstrate mastery, learner
will make the instructor aware that
the assignment has been created and

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 the instructor will ensure that a
unique copy has been created for
them.
10. Given a Cognitive - 1) Watch on online tutorial or read Self-Paced:
specific Procedural through a PDF tutorial on collecting Online Delivery
assignment student work in Google Classroom.
completed and 2) Learner will create an assignment
submitted by that will require something to be
students, turned in.
collect, provide 3) To demonstrate mastery, the
feedback, and learner will have to grade and return
return graded an assignment created by an
work to instructor.
students in
Google
Classroom
11. Given a Cognitive - 1) Watch on online tutorial or read Self-Paced:
specific Procedural through a PDF tutorial on moving an Online Delivery
assignment assignment to the top of the stream.
ranked for its 2) Learner will select the first
importance, assignment created in the beginning of
move it to the training and will move it to the top of
top in Google the stream.
Classroom 3) To demonstrate mastery, learner
will share the screen shot with the
instructor.
12. Given Cognitive - 1) Watch on online tutorial or read Self-Paced:
specific Procedural through a PDF tutorial on creating a Online Delivery
questions for poll in Google Classroom
student 2) Learner will create a poll on Google
feedback, Classroom.
create a poll for 3) To demonstrate mastery, learner
students to will let instructor know that the poll
complete in has been created and the instructor
Google will be able to take it.
Classroom

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REFERENCES

A., V. D., Karp, K. S., & Bay-Williams, J. M. (1220). Elementary and middle school
mathematics: teaching developmentally. Boston, Mass: Allyn & Bacon

Montgomery High School 2016 School Profile. . (2017). Retrieved June 06, 2017, from
http://www.mtsd.k12.nj.us/cms/lib5/NJ01000127/Centricity/Domain/79/MHS%
202016%20School%20Profile.pdf

Morrison, G.R., Ross, S.M., Kalman, H., & Kemp, J.E. (2012). Designing effective instruction
(7th ed.). Wiley Global Education

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FINAL PROJECT RUBRIC

Please see the final project rubric at: http://www2.uwstout.edu/content/profdev/idtrends/Portfolio-Rubric.pdf and the
reflection paper rubric at: http://www2.uwstout.edu/content/profdev/idtrends/Portfolio-RubricReflection.doc

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