Google Classroom Patricia Kimbrell, Julie Olson, Nikki Schwartz, Michael Smith, Kasey (Kyung Jung) Han ISLT 9471: Instructional Systems Design Spring 2015 Dr. Jane Howland

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Executive Summary

This course is designed for teachers who wish to implement an online learning management system. Many teachers have chosen these systems for ease of differentiating learning, time management, and collaborating with students in a safe learning community. By using the online learning management system, students are accountable for their assignments, utilizing their tools, setting deadlines, and communicating with teachers and other students. These real world skills will benefit students as they go to college or into the workforce, where they are utilizing these skills on a daily basis. As with many online resources, Google Classroom can be daunting for users due to the technology aspect. This presentation will help teachers gain knowledge and comfort with creating and maintaining a Classroom. Instruction will be delivered through a workshop where teachers will receive instruction on starting a Google Classroom. During this session, teachers will work to create one new Classroom they can begin using upon returning to their classes. There will then be several after­school sessions to troubleshoot and learn about utilizing other tools within Google Classroom. This course will focus on:

The benefits of Google Classroom Creating a Classroom Inviting students Creating and maintaining assignments How teachers and students can communicate within the Classroom

Intended Audience: Our Google Classroom in­service will focus on K­12 faculty in a district.

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Responsibilities

Nikki Schwartz Project Manager Valuable contributor to all sections Main contributor of course content Will contribute to Appendix A/B, Table of Contents, and References as necessary. Broad Goals and Big Ideas Implementation Plan

Kasey Han Valuable contributor to all sections Main contributor of course content Will contribute to Appendix A/B, Table of Contents, and References as necessary. Task Analysis Types of Learning Experiences

Patricia Kimbrell Valuable contributor to all sections Main contributor of course content Will contribute to Appendix A/B, Table of Contents, and References as necessary. Learner Analysis Contextual Analysis

Julie Olson Valuable contributor to all sections Main contributor of course content Will contribute to Appendix A/B, Table of Contents, and References as necessary. Learning Objectives Needs Assessment

Michael Smith Valuable contributor to all sections Main contributor of course content Will contribute to Appendix A/B, Table of Contents, and References as necessary. Formative Assessment Summative Evaluation Materials for Learning Experiences

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Table of Contents

Desired Results

Broad Goals and Big Ideas…………………………………………..………………………………………..5

Learning Objectives………………………………………………...…………………………………………..6

Needs Assessment……………………………………………………………………………………………..7

Task Analysis

Topic Analysis…………………………………………………………………………………………..8

Procedural Analysis…………………………………………………………………………………....9

Evidence of Acceptable Results Formative Evaluation………………………………………………………………………………………….11

Summative Evaluation………………………………………………………………………………………..12

Learning Experiences and Instruction Learner Analysis…………………………………………………………………………………………..…..13

Contextual Analysis…………………………………………………………………………………………...15

Types of Learning Experiences and Instructional Strategies…………………………………………….17

Material for Training Program or Learning System………………………………………………………..17

Implementation Plan and Schedule…………………………………………...…………………………….17

Appendices Appendix A: Needs Assessment and Evaluation Materials

A.1. Needs Assessment……...…...……………………………………………………………...………19

A.2. Formative Evaluation Materials…………………………………...………………………………..20

A. 3. Summative Evaluation Materials…………………………………...……………………………...21

Appendix B: Materials, Schedules, Outlines, Etc

B.1. Table of Learning Experiences and Instructional Strategies……………………………….…...23

B.2. Artifacts of Materials for Training Program………………...…………………...…………………25

B.3. Implementation Schedule…………………………………...……………………………………....28

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Desired Results

Broad Goals and Big Ideas

Due to the increased popularity of Google Apps for Education and the desire for teachers to use technology for flipping their classrooms, we have created an instructional program that will allow teachers to effectively utilize Google Classroom, an online learning management system for schools that simplifies creating, distributing, and grading assignments paperlessly. This course is designed to train teachers on the creation of Google Classroom, creating, assigning, and grading assignments, and communicating with students. The training sessions will provide knowledge and build skills teachers need to introduce Classroom to students. With utilization to its fullest potential, Google Classroom can save teachers time and school districts money and resources. Instruction will be delivered through a demonstration that involves a presentation and hands­on learning. The training will consist of 1 session lasting 2 hours that will meet the following goals:

Goal 1: Teachers will access Google Classroom.

Goal 2: Teachers will invite students to participate and communicate freely in Google Classroom.

Goal 3: Teachers will create assignments for students.

Goal 4: Teachers will grade assignments within Google Classroom.

Goal 5: Teachers will add course material and content for student access. There will also be opportunities for optional, monthly follow­up sessions that focus on other Google Classroom needs as they arise. The more teachers use and experience Google Classroom with their students, the more questions and curiosities arise.

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Learning Objectives

GOAL 1 – Teachers will be able to access Google Classroom.

Objective 1.1 – Following a slide show presentation, teachers will access Google Classroom by linking directly to the website, www.classroom.google.com.

Objective 1.2 – Following a slide show presentation, teachers will access Google Classroom by going to the Google Apps store and installing ‘Classroom’.

GOAL 2 – Teachers will be able to invite students and communicate freely in Google Classroom.

Objective 2.1 – Following a slide show presentation, teachers will be able to invite students to the classroom using the ‘class code’ feature.

Objective 2.2 – Following a slide show presentation, teachers will be able to invite students to the classroom using the ‘Student ­ Invite’ feature.

GOAL 3 – Teachers will be able to create assignments for students.

Objective 3.1 – Following the slide show presentation, teachers will be able to create an assignment using the ‘Stream ­ Assignment’ feature.

GOAL 4 – Teachers will be able to add course material and content for student access.

Objective 4.1 – Following the slide show presentation, teachers will add course material and content using the ‘About – Add Materials’ feature.

GOAL 5 – Teachers will be able to grade assignments in the Google Classroom.

Objective 5.1 – Following the slide show presentation, teachers will be able to assign a grade to a student’s submitted assignment using the ‘Stream – Assignment – Done – Grade’ feature.

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Needs Assessment

Types of Information

What do you need to know?

Why do you need to know this?

Information Sources

Types of Procedures (Instruments)

Optimals

What are the desired outcomes for the use of Google Classroom in the teaching environment?

To achieve the intended outcome, we need to understand how using Google Classroom is supposed to be integrated into the learning environment.

Administration, Faculty

Face to Face Interviews

Actuals

What school district or organization is already utilizing Google Classroom successfully in their teachingenvironments?

Understanding how Google Classroom is actually being used will help validate the need for it to be incorporated into their teaching curriculum.

Other schools’ faculty and administration

Surveys

Determining Causes

What is already known about Google Classroom by faculty? Has there been a previous attempt to incorporate it into the teaching options?

Determine the need for training. Understanding the current knowledge level of faculty will help determine where to begin the level of training.

Faculty

Discussion Group

Feelings

How does faculty feel about using Google Classroom?

Exploring attitudes toward the use of Google Classroom will help identify what areas of training to focus on to make them feel comfortable using it.

Faculty Questionnaires

Possible Solutions

What will be the best method of training? Would they benefit more from a briefing or actual hands on training?

Identify as many options as possible so it can be beneficial to all participants.

Faculty Administrators

Questionnaires

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Task Analysis

Part 1: Topic Analysis

1. Basic Overview of Google Classroom

a. Objectives of Google Classroom learning b. Benefits of Google Classroom c. Main functions of Google Classroom d. Essential skills to run Google Classroom

i. Access to Google Classroom ii. Linkage with students in Google Classroom (i.e., invitation of students, communication through Google Docs, Google+ or Hangout) iii. Uploading existing course materials to Google Classroom iv. Creating new materials for learning v. Grading 2. Access to Google Classroom

a. Go to classroom.google.com to set up your Google Classroom. b. Sign up or link with your Google classroom account.

3. Setting up Google Classroom a. Create a class b. Set up class theme (design) c. Set class details in “About”

4. Linkage with students in Google Classroom. a. Adding Students to the classroom b. Peers/Group Communication via Chat/ E­mail c. Classroom Discussion Board for Q&As

5. Uploading course materials a. Types of materials (pdf, links/videos for students to view) b. Use of Google Drive for learning and doing assignments c. Linking Google Drive to Google Classroom

6. Creating new instructional materials a. Tutorials for using Google Docs b. Linking Google Docs to Google Classroom

7. Grading students’ work a. Tutorials for grading

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Part 2. Procedural Analysis

Among many topics for teaching Google Classroom, “linkage with students” and “uploading course

materials” are selected for procedural analysis. These two procedures include a way of connecting to students and communicating with each other, as well as disseminating necessary information/class content for learning.

1. Linkage with students in Google Classroom. a. Adding Students to Google Classroom.

i. Invitation of new students by instructor 1. Add students through the “students” area. 2. Select students from the list to invite.

b. Students voluntarily join with class code to the teacher­created class i. Give students the class code ii. Have them go to google.classroom.com to enter the code iii. You can reset and disable the class code.

c. Peers/Group Communication via Chat/E­mail

i. In the “Students” menu selection 1. Select groups of students you want to send an announcement to or emails.

ii. Use a Google Doc for collaboration iii. Make students be in the document. iv. Use “Chat” function next to “comments” and “share” in Google Doc.

1. Some students may not have this function (admin controlled)

d. Classroom Discussion Board for Comments and Questions/Answers i. Create a Google Document titled “Discussion Board”.

1. Let students ask questions as “comments”. 2. Answer students’ questions as you “reply” to the question.

ii. Make an announcement 1. Pose a question or start a discussion thread 2. Students comment and add to the discussion on the announcement

iii. Google Groups 1. Make your class a group 2. Go to Groups in the apps 3. Begin a discussion board through there 4. Link it to your Classroom

2. Uploading course materials a. Types of materials (.pdfs, links, videos, images for students to view)

i. As directly editable forms, there are Docs, Sheets, Drawings, and Slides ii. As uploadable forms of files, any types of files are capable of being posted in Google

Drive linked to the Google Classroom.

b. Use of Google Drive for learning and doing assignments i. Make different folders for course materials, guidelines for assignments, and examples of

assignments in Google Drive. ii. Upload necessary files under specific folders. iii. Upload examples of assignments in any types of files such as Docs or Slides.

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iv. Add comments if you want to include annotation of examples. v. Let students make a comment to the assignments if they have any questions. vi. Answer students’ questions regarding a specific assignment. vii. After assignments are submitted from students, instructors can make a comment on

each file. Once students turn in an assignment, instructors can only edit the file and students can only view it.

viii. If students have more time before deadline, they can “unsubmit”, regain edit rights, and continue working with their assignments.

c. Linking Google Drive to Google Classroom

i. In Google Classroom, “Stream” makes it possible to create an assignment. ii. Choose “assignments” function for new posts, and enter due date and time (optional) iii. Choose “Google Drive” button, and select options for students’ authority of using Google

Drive files (i.e., Students can view file; students can edit file, and make a copy for each student)

iv. “About” includes the function of linking to a specific Google Drive linked to the Google Classroom.

1. Useful for links, documents (syllabus, calendars, rubrics, etc), images, etc, that are accessed often in the course

v. Students can access their Classroom folder in their Drive vi. Students can access their Classroom folder from their “Home” menu in Classroom

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Evaluation of Acceptable Results

Formative Evaluation

The formative evaluation will be conducted during the development process. The primary focus of this evaluation is to assess how well the system, and specifically presentation, is satisfying the program objectives. Key Questions:

1. Are the slide presentations cohesive and is the design and functionality consistent throughout? 2. Do the materials include information regarding accessing Classroom? 3. Is all content appropriate for the intended audience? 4. Is content delivered using appropriate language and free of grammatical errors? 5. Are there sufficient graphical demonstrations included in the presentation? 6. Does the presentation clearly define the skills that participants are expected to learn during the

program? 7. Will teachers be able to follow along with the demonstrations?

See Formative Evaluation Instruments in Appendix A.2 Approaches to Gain Information: 1. Survey (Experienced Google Classroom) Presentation materials will be distributed to a group of three experienced Google Classroom users. Each will then complete a questionnaire about the effectiveness of the program based on the key questions identified. These experienced users will be ideal “beta testers” for a number of reasons:

Based on their learning experience with the program, they can pinpoint key components in the learning process.

Based on their expertise, they can identify any errors in demonstration materials 2. Interview (ISD Experts) Presentation materials will be distributed to at least two instructional design experts. After his or her review of the material, a telephone or in­person interview will be conducted with each expert separately. These ISD experts will help identify any program deficiencies prior to implementation.

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Summative Evaluation

The summative evaluation will be conducted following development. This evaluation will assess how well the system, and specifically presentations, satisfied the program objectives. Key Questions:

1. Have learners shown a significant improvement in Classroom competency? 2. Do teachers feel compelled to use Google Classroom for their course(s)? 3. Was the information presented in a clear and appropriate manner? 4. Are teachers able to setup a Google Classroom? 5. Are teachers able to utilize the advanced functionality of Google Classroom? 6. Were there parts of the instructional program that could benefit from revision?

See Summative Evaluation instruments in Appendix A.3 Approaches to Gain Information: 1. Survey (Teachers with varying amount of Google Classroom experience) Teachers that have completed the program will complete a survey approximately 2 weeks after the program implementation. It is important to gather data from a variety of participants, including those with no prior Google Classroom familiarity and those who were already comfortable with the platform before the program. 2. Focus Group (Departmental Chairpersons) A focus group of all departmental chairpersons who have completed the program will serve to ascertain the effectiveness of the program and the chances of widespread implementation. This group will also help identify any subject specific limitations of the program design.

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Learning Experiences and Instruction

Learner Analysis

Our Google Classroom in­service will focus on K­12 faculty in a district. The participants will be a mixture of people with Google Classroom experience of varying degrees, from little experience to daily users. Analyzing the participants of the in­service will allow us to design and implement training sessions that best meet the needs of everyone and will be provided in an engaging and efficient way. Learner factors are comprised of orienting, instructional, and transfer contexts. The data collected for the Learner Analysis will be in the form of an electronic survey questionnaire and face­to­face interviews with school administration, the professional development team, and the technology department. While creating the Learner Analysis and Contextual Analysis, many assumptions have been made. Learners are expected to be classroom teachers in a range of K­12 grade levels and subject areas. The amount of teaching experience is expected to vary as well. Learners are expected to be familiar with basic computer skills, such as turning on the computer or laptop, how to access the Internet, and where to type in a web address. Learners are also expected to know how to use a keyboard and a mouse (or a touchpad on a laptop). Learners will also have access to a Google for Educators account, as that is required to access Google Classroom.

Learner Factors Data Collection

Orienting Context 1. What are the goals and needs of the K­12 faculty? 2. How will the faculty benefit from the instruction? 3. What are the demographics of the faculty? (age, number of years teaching, educational background, what subjects they teach, what grades they teach, how they prefer to learn, etc.) 4. What level of experience does the faculty have with basic functions of using a computer and the Internet? 5. What experience or training does the faculty have with Google Classroom? 6. Does the faculty have any other experience with a collaborating program or website? 7. What goals does the faculty have for the in­service training sessions? 8. What motivates the faculty to attend the training sessions?

Electronic survey questionnaire of the K­12 faculty members

Instructional Context 1. Does the faculty see a need for this training? 2. What support will be available for faculty after the training? Who is included in the support staff for Google Classroom? 3. What type of evaluation will be needed to provide successful

Question 1: Included in the electronic survey questionnaire of the K­12 faculty members Questions 2­4: Face­to­face interview with the professional

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transfer of knowledge? Would this type of evaluation promote faculty participation? 4. Are there any visual cues that could help faculty remember the training and help support different learning styles?

development team and technology department

Transfer Context 1. Do the faculty members see a benefit in the training sessions? Do they think it will improve their instruction? 2. Will faculty members be able to practice using Google Classroom and the skills demonstrated in the training sessions other than personal or planning time? 3. What other incentives can be put in place to increase participation in the training sessions?

Question 1: Included in the electronic survey questionnaire of the K­12 faculty members Questions 2­3: Face­to­face interview with school administration

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Contextual Analysis

Orienting Context Data Collection for Information

Immediate Environment Factors 1. What technological support is available to faculty members? 2. What types of technology does the faculty have access to in the classroom? 3. What types of collaborative technology tools are faculty using in the classroom? 4. Where do faculty members go for technology help at this time?

Face­to­face interview with the professional development team and technology department

Organizational Factors 1. What is the budget for the training sessions? 2. Will a facility and professional development resources be provided for the training sessions? To what extent? 3. How much have faculty members been encouraged to learn about and use Google Classroom prior to the training? 4. What incentive will be provided to encourage faculty participation?

Face­to­face interview with school administration

Instructional Context Data Collection for Information

Immediate Environment Factors 1. Will a recording of the training sessions be made available to allow faculty to review the skills? 2. Will note­taking materials be provided to the faculty members? 3. Will instructors be available to answer questions about the training sessions? How soon will they be available and where can they be located?

Face­to­face interview with the technology department and the school administration to discuss options for the presentation, materials to be provided, and the schedule for the training sessions

Organizational Factors 1. Will computers or laptops be provided to practice the skills presented in the training? 2. Will a projector be available to show the PowerPoint presentation? 3. How many instructors will be needed to conduct the training sessions and to be available for hands­on assistance? 4. What facility will be available to hold the training sessions that is large enough for all participants and has adequate technology?

Face­to­face interview with the technology department

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Transfer Context Data Collection for Information

Immediate Environment Factors 1. What is the plan for continued training available to faculty? What opportunities are available for faculty to build on the skills learned during the training? 2. Are professional learning networks in place to help faculty reinforce skills learned? 3. Is the school administration and technology department available to help support the implementation of Google Classroom? To what degree? 4. What resources will be given to faculty following the training sessions that will help remind them of key points and skills demonstrated during the training? (posters, step­by­step handouts, etc.)

Face­to­face interview with school administration and technology department about how to support teacher implementation of Google Classroom into their own classrooms

Organizational Factors 1. What further training is available to staff following the training sessions? 2. Is the school administration committed to supporting ongoing learning about Google Classroom?

Face­to­face interview with school administration about future needs and long­term goals of using Google Classroom

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Types of Learning Experiences and Instructional Strategies

Overview of Google Classroom Instruction

The primary instructional method for this training will be an instructor­led step­by­step slideshow presentation. However, ample time will be set aside for teachers to brainstorm and begin to develop their own Google Classroom sites while gathering input from the instructor. Particular emphasis will be placed on the basic functionality of a Google Classroom site. Following the instruction, all teachers will be able to produce a fully operational Classroom, but the implementation of advanced features will vary based on preexisting technology skill set and time constrictions. Following the course presentation, training materials will be available to participants online for reference purposes. This will allow all users to adapt the presentation to their individual development pace. See Appendix B.1 for the Table of Learning Experiences and Instructional Strategies.

Materials for Training Program or Learning System

A sampling of materials has been developed for the session Creating Your Google Classroom, which guides participants in the setup of their Google Classroom. The course samplings include screenshots of the presentation used during the training module. This sampling would also be included for participants after the the training in order to reference back to it while creating future Classrooms. See Appendix B.2 for Creating Your Google Classroom.

Implementation Plan and Schedule

The Technology Integration Specialist or Media Specialist in the school district will present the material to the participants. The instructor is responsible for the creation of the training materials and developing the program. Prior to the full­scale training, a pilot will be done with a small group of teachers. This will ensure all features function properly and the training is setup in a way that is helpful to participants. The pilot will take place in the spring before the fall implementation. This allows the trainer to have assistance in the trainings. After the trial run is complete, the trainer will be able to make changes to the program. Then the training schedule will be given out to teachers at the beginning of the new school year. These trainings will take place during built­in professional development days and some after school days will be optional. Participants will not be compensated extra for their training, but can count the time spent in the training sessions as part of the professional development required for ongoing certification. Each session will have around 10­15 participants. Each participant will have access to computers and Internet using the school network. Sessions will be held in the computer lab specific to the school building receiving training. Each of the computer labs have approximately 24­30 computers. The instructor will communicate with the facilities director to schedule the labs.

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All instructional materials will be provided in digital format. All material will be presented by direct instruction and demonstration. All material will be provided at each session and be posted on the resource page created by the Technology Integration Specialist/Media Specialist. The in­service workshops will consist of 3 different sessions; each session will be offered twice to ensure all participants have the opportunity to attend. It will be suggested that grades 2­5 attend session 1, grades 6­8 attend session 2, and grades 9­12 attend session 3. With prior contact, participants can attend other sessions in order to fit schedule needs. These sessions occur within the first two months of school to allow for follow­up sessions during the other in­service days, which are specified in the Implementation Schedule. See Appendix B.4 for the Implementation Schedule.

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Appendices

Appendix A: Needs Assessment Instruments and Evaluation Materials

A.1 Needs Assessment

Questionnaire regarding incorporation of Google Classroom into their learning systems

1. Have you ever used Google Classroom in the ‘student’ role? Yes No

2. Have you ever used Google Classroom in the ‘teacher’ role? Yes No

3. If you have used Google Classroom in any capacity, was it a good experience? Yes No

Explain:_________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

4. List aspects of Google Classroom that you think could be beneficial to the teacher and explain why. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

5. List aspects of Google Classroom that you think could be beneficial to the student and explain why.

_______________________________________________________________________________ _______________________________________________________________________________ __________________________________________________________________

6. Are there any aspects of Google Classroom you would change or add to make it more beneficial?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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A.2 Formative Assessment

1. Survey (Experienced Google Classroom)

Survey Link: https://www.surveymonkey.com/r/55K8FXG Thank you for your time reviewing the materials for "Welcome to your Google Classroom". We value your expertise and experience as a Google Classroom user and would appreciate your feedback regarding our program. 1. How do you feel about each statement regarding the presentation materials? Strongly Disagree Disagree Agree Strongly Agree

The design is professional

The design is consistent throughout the presentation

Presentation navigation functions properly

The materials are free of grammatical errors

2. Who could benefit from this program?(Check all that apply)

Teachers with no Google Classroom experience Teachers with very little Google Classroom experience Teachers with a vast amount of experience working with Google Classroom

3. How confident are you that a Teacher will be able to accomplish the following tasks after completing this program?

Not confident Unsure Confident Extremely Confident

Teachers will be able to access Google Classroom

Teachers will be able to invite students and communicate freely in Google Classroom

Teachers will be able to create assignments for students

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Teachers will be able to add course material and content for student access

Teachers will be able to grade assignments in the Google Classroom

4. Are there sufficient graphic demonstrations included in the presentation?

Yes No

5. What changes should be made to the materials to make the program more effective?

2. Interview (ISD Experts) Thank you for sharing your experience, expertise and time in reviewing our Google Classroom materials as they are in development. We appreciate your feedback. 1. Are we developing a product that is appropriate for multiple levels of learners? 2. Are the objectives of the program clearly defined? 3. Based on the materials at this point in development, do the objectives seem achievable? 4. Have we used a variety of instructional methods? 5. Were you able to follow along with the demonstrations? 6. What are some things you liked and didn’t like about our program and materials? 7. What suggestions do you have for improving our program?

A.3 Summative Evaluation Instruments

1. Survey (Teachers with varying amount of Google Classroom experience) Survey Link: https://www.surveymonkey.com/r/KDDYW3K Thank you for your time completing the program "Welcome to your Google Classroom". Now that you have had some time to explore the application, we would appreciate some feedback regarding the program and how you're doing with it.

1. What subject do you teach?

English Math Science Social Studies Other ________________________

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2. Before attending "Welcome to your Google Classroom", how much experience did you have with Google Classroom?

I had never heard of it I knew of it, but never used it I used it rarely I used it regularly I'd consider myself a Google Classroom Power User

3. How do you feel about each statement about "Welcome to your Google Classroom"?

Strongly Disagree Disagree Agree Strongly Agree

The presentation was appropriate for all ability levels

I felt compelled to set up a Google Classroom

I was able to access Google Classroom

Demonstrations were clear and I found it easy to follow along

4. Would you recommend this program to "tech savvy" teachers? Yes No

5. Would you recommend this program to "tech averse" teachers? Yes No

6. What changes should be made, if any, to make the program more effective?

7. Do you have any other comments, questions, or concerns?

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Appendix B: Materials, Schedules, Outlines, Etc.

B.1 Table of Learning Experiences and Instructional Strategies

Behavioral Objectives

Types of Learning

Content Performance

1. Following an introductory slideshow presentation consisting of step by step directions, learners will be able to access and install the Google Classroom application on at least one device within 5 minutes.

Concept/ Procedure

Application

2. Following a student­produced video presentation, teachers will be able to invite students to their Google Classroom with 100% accuracy.

Concept/ Procedure

Recall/ Application

3. After developing a sample assignment in Google Docs, teachers will be able to distribute assignment using “Stream Assignment” feature without instructor assistance.

Concept/ Procedure

Recall/Application

4. Following a small group discussion regarding file types and management (upload/download), teachers will identify Google Classroom permitted file types with 90% accuracy.

Concept/ Procedure

Recall/ Application

5. Following a demonstration, teachers will be able to affix a numerical grade to an assignment created earlier in this course using both manual and automatic functions with 100% accuracy.

Concept/ Procedure

Recall/ Application

B.1.2. Learning Objectives, Strategies & Rationales Learning Objective 1

Following an introductory slideshow presentation consisting of step by step directions, learners will be able to access and install the Google Classroom application on at least one device within 5 minutes.

Describe the Steps in the Strategy

1. Motivational

Before teachers learn about how to access Google Classroom, when they click thelink of each slide show presentation, there will be a quick survey asking about theirprevious experience on Google Classroom. Depending on their answers, teacherswill get different advantages of the Google Classroom program. (In learning about advantages of Google Classroom program, they will be motivated to apply it.)

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2. Initial Presentation

Present the screenshot of different platforms of Google Classroom via website andthe Google Apps store. (It will help in better understanding what Google Classroom looks like and deciding which one is preferred.)

3. Generative Strategy

As the instructor of Google Classroom provides comments on each screen shot ofinstalling Google Classroom, teachers will understand the way of the initial accessto Google Classroom (allowing teachers to easily follow the directions).

Learning Objective 2

Following a student­produced video presentation, teachers will be able to invite students to their Google Classroom with 100% accuracy.

Describe the Steps in the Strategy

1. Motivational

In the first slide, ask teachers whether they prefer “class code” or “invitation by instructor” to let students join the Google Classroom. (Naturally list two ways of inviting students.)

2. Initial Presentation

Include a video clip recorded by two students who have experienced joining a Google Classroom. They will explain how they joined to the Google classroom. (It helps teachers consider students’ perspectives of signing up for the Google Classroom.)

3. Generative Strategy

As the instructor of Google Classroom provides comments on each screen shot ofinviting students to Google Classroom, teachers will understand the way of doing it for Google Classroom. (allow teachers easily follow the direction.)

Learning Objective 3

After developing a sample assignment in Google Docs, teachers will be able to distribute assignment using “Stream Assignment” feature without instructor assistance.

Describe the Steps in the Strategy

1. Motivational

Ask teachers what kinds of assignments they are going to include in their Google Classroom. (helps teachers think ahead about the plan for assignment)

2. Initial Presentation

Present some slides to the teachers regarding assignment postings under Streamand the way of linking posts to the actual assignment pages. (gives necessary information to create an assignment.)

3. Generative Strategy

Ask teachers to create their own assignment using Google Doc and post an announcement under “Stream,” linking the assignment to the Google Classroom stream. (helps teachers apply the skill for their own purpose.)

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Learning Objective 4

Following a small group discussion regarding file types and management (upload/download), teachers will identify Google Classroom permitted file types with 90% accuracy.

Describe the Steps in the Strategy

1. Motivational

Ask teachers what types of course materials they are going to provide for studentsin their Google Classroom. (helps teachers think ahead about the plan for course materials)

2. Initial Presentation

Present some slides to the teachers with regard to upload or create course materials under ‘About­Add Materials’. (gives necessary information to upload/create course materials)

3. Generative Strategy

Ask teachers to upload/create course materials using GoogleDoc or existing documents to Google classroom. (helps teachers apply the skill for their own purpose.)

Learning Objective 5

Following a demonstration, teachers will be able to affix a numerical grade to an assignment created earlier in this course using both manual and automatic functions with 100% accuracy.

Describe the Steps in the Strategy

1. Motivational

Ask teachers how their plans to release students’ grades in terms of frequency and the way of grading. (helps teachers think ahead about the plan for assignment)

2. Initial Presentation

Present some slides to the teachers regarding grading under “Stream – Assignment – Done – Grade” in Google Classroom. (gives necessary information to grade students’ works.)

3. Generative Strategy

Ask teachers to set up automatic or manual grading functions in Google Classroom. (helps teachers apply the skill for their own purpose.)

B.2 Artifacts of Materials for Training Program

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B.3 Implementation Schedule

During the school year, there are professional development days built into the schedule, one per month. The sessions would take place during August at the meetings before school starts. These will be 2 hour sessions. In September the 8­1pm work days one time per month begin. Two sessions will be held on those days. Please see the schedule below. Session A ­ Grades 9­12, B ­ Grades 6­8, C ­ Grades 3­5, D ­ Grades K­2.

Date Session Topic Time

1st meeting day of August A Creating a Google Classroom 8­10am

1st meeting day of August B Creating a Google Classroom 11­1pm

2nd meeting day of August C Creating a Google Classroom 8­10am

2nd meeting day of August D Creating a Google Classroom 11­1pm

1st Friday of September A/B Managing Assignments 8­10am

1st Friday of September C/D Managing Assignments 11­1pm

1st Friday of October A/B Using Forms for Quizzes 8­10am

1st Friday of October C/D Using Forms for Quizzes 11­1pm

1st Friday of November A/B Differentiating through Classroom 8­10am

1st Friday of November C/D Differentiating through Classroom 11­1pm

1st Friday of December A/B Archiving your Classroom 8­10am

1st Friday of December C/D Archiving your Classroom 11­1pm

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