frit 7739 face to face staff development
DESCRIPTION
FRIT 7739 Face to Face Staff DevelopmentTRANSCRIPT
FRIT 7739: Face-to-Face Staff Development: ClassDojo
Joseph D. Johnson
Spring 2016
Part 1: Identification of Learning Problem
General Audience
The general audience that I have chosen consists of educators at Garrison Elementary
school. All are educators and staff from the first grade team, serving in variety of
capacities from classroom teachers, to EIP, gifted, and support personnel. I plan however
to open the online staff development to the entire K-8 grade groups. The school uses a
blended curriculum with technology, and serves as a Savannah’s K-8 Performing Arts
Academy as well.
Problem Identification
Being in a data driven district, I have utilized a needs survey, concentrating on issues in
the classroom, hinderances toward learning, and needs teachers and staff may feel will
benefit them in specific areas such as behavior, technology, and the home to school
connection. Though I opened the survey up to first grade teachers and support staff, I
received only nine responses. These however were from mainly certified teachers and a
couple of support staff.
Therefore, based on the above mentioned criteria I noticed that many teachers are having
a problem with behavior and classroom communication with home. This is extremely
impactful for effective teaching. In many of the discussions, teachers complained of not
being able to build a strong connection with the parents. The needs analysis also backed
this up. Having this strong connection is also vital, especially when concerning
assignments completed (or not) as well as what is going on in the classroom everyday. I
have decided to concentrate on utilization of a Web 2.0 tool that has been vital to my
class and adopted by the district. This program/app tracks behavior, class and school
events, stories, and updates. It also allows instant texting and comments, which is vital to
meet those needs expressed by teachers in the survey with keeping parents informed.
Standards
ISTE T 4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
ISTE T5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Instructional Goals
After teachers participate in this particular training, teachers will be able and become
familiar with:
Participants will be introduced to learning the varied uses for ClassDojo, specific
functions and capabilities, and its impact on the classroom.
Participants will learn how to create an account for their class, add their students
and parent information, customize behaviors, and create invitations.
Participants will learn how to create the home/school connection and showcase
work and personalized student information concerning behavior with parents.
Part II: Learner Analysis
Introduction
The primary audience reviewed in this analysis is comprised of certified teacher and
support staff for the 1st graders at Garrison Elementary School in the Savannah-Chatham
County School System. Those that are taking part in the staff development consist of
nine certified teachers (including one Gifted/EIP) as well as one paraprofessional.
Entry Skills and Prior Knowledge
All support staff participating have had technology training on a variety of programs
within the school. However, many have stated to me that there is so much technology
they need to know, they are looking for something simple and uncomplicated. This is
vital for teachers to utilize it with fidelity, so that positive effect will be shown over time.
Skills needed to fully understand an effectively utilize ClassDojo require:
Basic keyboarding and computer skills
Prior use of various programs such as Word, Excel, or other programs required to
create a free account
Previous use of running logs or behavior programs
After entry into the teaching profession at Garrison, these objectives have been expanded
upon through various professional developments, but are still the main objectives that
have a bearing on effective use of this program. Pre-testing was honestly not utilized for
this staff development though a needs survey and analysis was done. This was due to the
fact that the data from the needs analysis indicated that most have had a least minimal
exposure to ClassDojo. Also, there were no teachers or support staff participating that
did not have the necessary computer skills to complete the Face to Face or Online Staff
Development.
Attitudes Toward Content & Motivation
Attitudes towards learning an application or program that would not only track behavior,
allow for instant communication with parents, and document major class or school events
or projects to share were mainly all positive (seven out of nine or 78 percent) agreed they
would love to learn about it.
The main issue that I have found from interviews with the teachers is time. Much of the
technology they have had to learn has been complex and training has been fast. Many
complain that they forget, or do not have resources readily available to refer back to.
They would also like to utilize something that is easy to learn, and intuitive.
Part III: Task Analysis
Task Analysis
I conducted the task analysis using a procedural analysis, since the understanding of
ClassDojo requires a procedural tasks (or steps) that the participants need to learn. These
procedural tasks are needed in order to create a teacher and classroom account, add
students from the class, set up groups if necessary, customize behaviors and points, add
parent phone or email information, create invitations with parent and student codes,
adding notes and running reports, and access resources. I felt that using solely a
procedural analysis, would go into the procedural steps and thinking needed on the
participant’s part that might not be fully explained using the topic analysis.
Task Analysis Outline
1. ClassDojo Introduction: What is ClassDojo
1.1 Introduction, benefits, and overview of ClassDojo
1.2 Forms and Parent Letters-Student and Parent Invites
1.2.1 Parent introduction letter and resources to ClassDojo
2. Creating a class and Customizing Behaviors
2.1 Signing up to create an account
2.1.1 Choose title: Teacher, Parent, Student, or School Leader
2.1.1.2 Fill in information, email address, and password.
2.1.1.3 Choose your school in your district and join.
2.2 Create a Class
2.2.1 Class name and grade
2.2.1.2 Add students and avatars
2.2.1.3 Customize positive and negative behaviors to fit
specific needs in the school or classroom.
3. Adding, Subtracting points-Adding student notes
3.1 Awarding points to students and groups
3.1.2 Selecting students or group of students to award or take away points
based on specific behaviors already created.
3.2 Adding student notes and messages
3.2.1 Check word problem for words or phrases such as in all, join,
combine, all together, or plus.
3.3 Using data for review and specialized reports
3.3.1 Pull data reports for each child and customization of those
reports.
4. Home/School Connection
4.1 Parent and Student Invitation Codes
4.1.1 Procedure to create student and parent invites to sign into specific
child and parent accounts from home or smart device.
4.2 Classroom Story Feature
4.2.1 Taking pictures to document classroom or student achievement
throughout the year.
4.3 Instant Messaging
4.3.1 Procedure to send text, photo, or email to parent address or number.
Subject Matter Expert (SME)
I, Joseph Johnson, will serve as the SME for this instructional plan. My formal education
consists of a B.S. Ed. in Early Childhood Education, Georgia Certification for Grades
PK-5 received from Armstrong Atlantic State University. I have also had six years of
experience in the classroom in an inner-city school teaching 2nd grade for two years, 3rd
grade for one year, kindergarten for one year, and 1st grade for three years. I also have
five years experience in training and technology, working for EarthLink. I am currently
pursing my M.Ed. in Instructional Technology and Media Specialist Certification from
Georgia Southern University, and have passed my GACE for both Instructional
Technology and School Library Media in K-12.
The primary qualification that I have is as a classroom teacher and can understand the
similar problems for the specific group undergoing this particular study. I am aware of
the mentor for ClassDojo at my specific school.
Part IV: Instructional Objectives
1. ClassDojo Introduction: What is ClassDojo?
a) Introduction, benefits, and overview of ClassDojo
b) Forms and Parent Letters-Student and Parent Invites
2. Creating a class and Customizing Behaviors
a) Create an account
b) Adding students and groups
c) Behavior and skill customization
d) Adding parent information
3. Adding, Subtracting points-Adding student notes
a) Awarding points to students and groups
b) Adding student notes and messages
c) Utilizing data for review and specialized reports
4. Home/School Connection
a) Parent and Student Invitations and Codes/Resources
b) Classroom Story Feature
c) Instant messaging feature
d) Class group messaging
Part IV: Assessments
Lesson/ Goals Objectives UDL Assessments
Instructional
Strategies
Lesson 1:
Focus is on
what
ClassDojo is,
the benefits in
the school and
classroom, and
introduction to
forms and
letters
explaining
ClassDojo to
parents and
stakeholders.
Introduction,
benefits, and
overview of
ClassDojo
Forms and
Parent Letters-
Student and
Parent Invites
Objective 1:
Introduce
ClassDojo as a
Web 2.0 tool
and cursory
uses.
1a. Review
information and
presentations
about
ClassDojo.
1b. Review
introduction
material such as
parent letter and
information.
The lesson will
provide pictures
and
presentations to
appeal to all
modalities using
presentations as
well as print
items. This will
help in
recognition
(CAST, inc.
(1999-2005).
This will aid
participants
regardless of
need as
contained in
UDL
philosophy.
1. Benefits of
ClassDojo:
Participants will be
asked to write down
3 benefits of
ClassDojo and
explain how they
could utilize it in
their room.
Lesson 2: Procedure Objective 2: The lesson will 1. Create a
Focus of this
lesson centers
around the
creation of a
personal
account (in this
case a teacher
account)
s in creation of a
teacher account.
Addition of students and
groups that make up the
participant’s class.
Customization of
various positive and
negative behaviors
and skills.
Adding parent email
and phone
information.
Creating a class
and
customizing
behaviors.
2a. Create an
account.
2b. Adding
students and/or
groups.
2c. Behavior
and skill
customization.
2d. Adding
parent
information.
provide pictures
and
presentations to
appeal to all
modalities using
presentations as
well as print
items. This will
help in
recognition
(CAST, inc.
(1999-2005).
This will aid
participants
regardless of
need as
contained in
UDL
philosophy.Also
general
application
This will be
tailored by need
Teacher Account:
As the main
assessment for this
lesson, participants
will be asked to
create their own
account. They will
need to also
customize their
behaviors, input
students. (Parental
information can
wait, unless it is
readily on hand.)
of each student
as contained in
UDL
philosophy.
Lesson 3:
Adding,
Subtracting
points will be
focused on, as
well as adding
student notes
for
documentation.
Awarding points
to students and
groups.
Adding student
notes and
messages.
Utilization of data
for review and
specialized reports.
Objective 3:
Adding and
Subtracting
points & adding
student notes.
3a. Awarding
points to
students and
groups.
3b. Adding
student’s notes
and messages.
3c. Utilize data
for review such
as percentages
over time, and
customization
of reports.
The lesson will
provide
simplified
procedural
steps, pictures
to support those
steps and
procedures as
well as context,
& recognition
(CAST, inc.
(1999-2005).
.
1. Points and
Messages:
Participants will be
given a test where
they are asked to
choose two students
in their class. They
are then asked to
add points and take
points away in
differing degrees.
Next, particpants
will be asked to run
a report for each
student and turn it
into the SME.
Lesson 4
Home/School
Connection
Parent and
student invite and
Objective 4:
Utilizing
ClassDojo for
The lesson will
provide pictures
and
1. Parent
Invites: This
codes
Classroom story
feature
Instant messaging
feature
Resources
home and
school
connection.
4a. Parent and
Student invites
and codes for
use at home.
4b. Creating a
classroom and
story timeline
to share with
parents.
4c. Instant
texting to gain
communication
with parents
quickly.
4d. Further
resources that
are available on
the website for
parents to use at
home.
presentations to
appeal to all
modalities using
presentations as
well as print
items. This will
help in
recognition
(CAST, inc.
(1999-2005).
assessment
consists of
two tasks.
Participants
will be given
a test where
they are
asked to
write the
proper
sequence in
steps on how
to print out
student and
parent
invites. They
are then to
choose two
class
students to
print out
actual invites
for those
students.
Next,
participants
will be asked
to run a
report for
each student
and turn it
into the
SME.
2. Instant
Messaging
Assessment:
Participants will be
asked to choose one
student from their
dummy class at their
start screen. The
parent information
for this student will
be my smartphone.
They will then
create a message and
send it to me.
Assessment Examples
The assessments that I have created are performance based and I want participants to be
able to demonstrate the key concepts they learn and use that information to effectively
use ClassDojo in their classrooms and with their parents. At the end of the unit,
participants should be able to demonstrate what they have learned and should be able to
correctly use ClassDojo by setting up their account, adding their students and groups,
customizing behaviors, adding and subtracting points. By completing these tasks, this
not only shows whether they have understood the processes in using ClassDojo, but also
follows the UDL by giving multiple methods and tasks that fit each learner.
KA Part VI: Instructional Sequence
Sequence Description Objective
1 Focus is on the benefits of ClassDojo, proper uses, 1
resources, and how it is utilized.
2 Types of word problems are identified using keyword
strategies. Problem types are then explored using examples
of addition and subtraction in all three forms (putting
together or taking apart, comparing, and unknowns in all
positions).
2
3 Presentation of a variety of strategies to solve word
problems are identified such as utilizing drawings, number
sentences, and graphs or charts representing data in the
problem.
3
4 4
This sequence builds on concepts of learning-related sequencing and order. The learner
will proceed through each lesson, building on key strategies learned from the last. This
requires the instructor and participant to follow a logical and scaffolding progression
when completing the objectives and tasks that will be set out in the lessons.
Part VII: Design of Instruction
Lesson/ Goals Objectives UDL Assessments
Instructional
Strategies
Lesson 1:
Focus is on
what ClassDojo
is, the benefits
in the school
and classroom,
and
introduction to
forms and
letters
explaining
ClassDojo to
parents and
stakeholders.
Introduction,
benefits, and
overview of
ClassDojo
Forms and Parent
Letters-Student and
Parent Invites
Objective 1:
Introduce
ClassDojo as a
Web 2.0 tool and
cursory uses.
1a. Review
information and
presentations
about ClassDojo.
1b. Review
introduction
material such as
parent letter and
information.
The lesson will
provide pictures
and
presentations to
appeal to all
modalities using
presentations as
well as print
items. This will
help in
recognition
(CAST, inc.
(1999-2005).
This will aid
participants
regardless of
need as
contained in
UDL
philosophy.
1. Benefits of
ClassDojo:
Participants will be
asked to write down
3 benefits of
ClassDojo and
explain how they
could utilize it in
their room.
Lesson 2:
Focus of this
lesson centers
around the
creation of a
personal
account (in this
case a teacher
account)
Procedures
in creation of a
teacher account.
Addition of students and
groups that make up the
participant’s class.
Customization of
various positive and
negative behaviors
and skills.
Adding parent email
and phone
information.
Objective 2:
Creating a class
and customizing
behaviors.
2a. Create an
account.
2b. Adding
students and/or
groups.
2c. Behavior and
skill
customization.
2d. Adding parent
information.
The lesson will
provide pictures
and
presentations to
appeal to all
modalities using
presentations as
well as print
items. This will
help in
recognition
(CAST, inc.
(1999-2005).
This will aid
participants
regardless of
need as
contained in
UDL
philosophy.Also
general
application
This will be
1. Create a
Teacher Account:
As the main
assessment for this
lesson, participants
will be asked to
create their own
account. They will
need to also
customize their
behaviors, input
students. (Parental
information can
wait, unless it is
readily on hand.)
tailored by need
of each student
as contained in
UDL
philosophy.
Lesson 3:
Adding,
Subtracting
points will be
focused on, as
well as adding
student notes
for
documentation.
Awarding points
to students and
groups.
Adding student
notes and
messages.
Utilization of data
for review and
specialized reports.
Objective 3:
Adding and
Subtracting points
& adding student
notes.
3a. Awarding
points to students
and groups.
3b. Adding
student’s notes
and messages.
3c. Utilize data for
review such as
percentages over
time, and
customization of
reports.
The lesson will
provide
simplified
procedural
steps, pictures
to support those
steps and
procedures as
well as context,
& recognition
(CAST, inc.
(1999-2005).
.
1. Points and
Messages:
Participants will be
given a test where
they are asked to
choose two students
in their class. They
are then asked to
add points and take
points away in
differing degrees.
Next, particpants
will be asked to run
a report for each
student and turn it
into the SME.
Lesson 4 Parent and
student invite and
Objective 4:
Utilizing
The lesson will
provide pictures
3. Parent
Home/School
Connection
codes
Classroom story
feature
Instant messaging
feature
Resources
ClassDojo for
home and school
connection.
4a. Parent and
Student invites
and codes for use
at home.
4b. Creating a
classroom and
story timeline to
share with
parents.
4c. Instant texting
to gain
communication
with parents
quickly.
4d. Further
resources that are
available on the
website for
parents to use at
home.
and
presentations to
appeal to all
modalities using
presentations as
well as print
items. This will
help in
recognition
(CAST, inc.
(1999-2005).
Invites: This
assessment
consists of
two tasks.
Participants
will be given
a test where
they are
asked to
write the
proper
sequence in
steps on
how to print
out student
and parent
invites.
They are
then to
choose two
class
students to
print out
actual
invites for
those
students.
Next,
participants
will be
asked to run
a report for
each
student and
turn it into
the SME.
4. Instant
Messaging
Assessment:
Participants will be
asked to choose one
student from their
dummy class at
their start screen.
The parent
information for this
student will be my
smartphone. They
will then create a
message and send it
to me.
Part VIII
At the end of the online course, I will conduct learner evaluation using a
customized survey of multiple choice questions. The questions and choices will also be
read aloud for those students that are not yet fluent or expert readers. I also plan to ask
the participants to complete the online module as well and fill out a brief survey to
provide feedback concerning the course itself. I would also like the other grade levels to
participate in this as well.
Survey for Learner:
1. After finishing the online course on ClassDojo, do you think you understand how
to use this program successfully in the classroom?
a. yes b. somewhat c. no
2. Did you find this online course to be easy to understand and follow along with?
a. yes b. somewhat c. no
3. How confident are you after taking this course on being able to utilize all aspects
of ClassDojo?
a. yes b. somewhat c. no
4. Did the course help you better understand how technology can be used to support
you in your daily tasks such as RTI or collection of data?
a. yes b. somewhat c. no
5. Do you have a better understanding of how to use ClassDojo to communicate
with parents or others concerning student’s behavior or needs?
a. yes b. somewhat c. no
6. Do you have a better understanding of how to keep records of your class events
and successes?
a. yes b. somewhat c. no
7. Using all these strategies learned in this course, are you now confident you can
teach others how to use this program?
a. yes b. somewhat c. no
8. What was your favorite thing about this online course?
9. What was the hardest thing about this online course?
10. Is there anything in the course that you would change?
Survey for SME
1. After completion of the online course on word problems, do you think all content
was present and given to the learner in a sequence that was appropriate? If no,
please explain.
2. Did the objectives set out in the online course conform to ISTE Standards,
covering all information needed to be presented set forth by Georgia?
3. Were principles of UDL apparent in the content of the course? If no, which
areas?
4. Were the assessments in the module relative to each lesson that was taught?
5. Should anything be added or taken away from the online course?
6. What are your suggestions to make this online course better for the learners or for
the teacher?
After the students have taken their surveys, I will look at the surveys using qualitative
analysis for each question. Also, I will take a look at what the SME (myself or future
teacher’s of this course) stated in the survey. The results from the qualitative analysis
and feedback from the SME will drive any corrections, amendments, or augmentations
necessary for a more effective online course.