Prototype

Assignment
Class Dojo
Dr. Brenda Lopez
EDCI 569

Heba Said
Purdue University

Contents
Context, Learners, and Learning Objectives:..............................................................2
Topic:....................................................................................................................... 2
Target Learners:....................................................................................................... 2
Instruction Delivery:................................................................................................ 3
Objectives:.............................................................................................................. 3
Site Map:.................................................................................................................... 3
Story Board:............................................................................................................... 3
Content:...................................................................................................................... 3
Objectives............................................................................................................ 4
Assessment.......................................................................................................... 4
Type of Question.................................................................................................. 4
Sample Question.................................................................................................. 4
Assessment:............................................................................................................ 6
Module 1 Assessment:......................................................................................... 6
Module 2 Assessment:......................................................................................... 6
Module 3 Assessment:......................................................................................... 6
Module 4 Assessment:......................................................................................... 6
Module 5 Assessment:......................................................................................... 6
Instructional Materials:............................................................................................ 6
Main Screen: Introduction Video:..........................................................................6
First Objective: Benefits....................................................................................... 6
Second Objective: Sign in..................................................................................... 6
Third Objective: Create a Class Dojo classroom...................................................7
Fourth Objective: Navigation Video:.....................................................................7
Fifth Objective: Parent communication:................................................................7
Self-Evaluation:........................................................................................................... 7
Stage....................................................................................................................... 7
Criteria.................................................................................................................... 7
Explanation............................................................................................................. 7
Appendix A:.............................................................................................................. 10
Teacher Survey................................................................................................... 10
Rubric for modules 2-5....................................................................................... 10
References:............................................................................................................... 10

Context, Learners, and Learning Objectives:

Topic:
Behavior is a big issue in our school district. Each school has different type of behavior
management tool. Our school is using the Five Bees and POW prints. Teachers are not happy
with this method because it just works for few days on the beginning of school year. Other
school are getting tired of using color code for behavior management. Teachers from SW school
were discussing different tools for behavior management for next year. One teacher brought up
an idea from what other school use. She mentioned that a teacher in TR elementary school is
using Class Dojo and it made a big differences this year in managing students behavior and
improve parents teacher communication. So the principal asked me to provide training on how
to use class Dojo in every classroom. Teachers and parents will both benefit from this training.
Teachers will be involve in a system that motivate students and help in behavior management.
Parents will have access to class dojo to connect with teacher and know how their children act at
school. Also, teachers parents communication will be easy as it is fast and clear better than
using regular e-mail system. An e-mail sent to all teachers with a questionnaire about classroom
management and if they agree with trying new behavior management methods next year. Most
teachers agree to try the new method and implement it to their classroom.

Target Learners:
When the teachers heard about how other school was improved by using class Dojo, they are
interesting in learning this behavior management system. This training will cost nothing for the
learners. SBCSC will pay for the designer for preparing the course online. Teachers will get paid
for one day training (ILT) two days before the school start. Teachers psychomotor skills are high
and they can interact with technologies. Teachers are involving in many learning training to
improve their teaching skills and they are welcoming any more training that help in education
benefit. They are extroverted and socially interact with other teachers and educational
professional. Teachers are using e-mails to communicate with other teachers in school and with
teachers from different school. Some teachers are involve in after school activities and they meet
once a month to discuss improvement with other schools teachers.
All SW teachers are English speakers and they are demonstrating excellent skills in reading,
speaking, and writing skills. From the teacher questionnaire most teachers stated that:

They heard about Class Dojo but they never try it.

They are ready to learn online as they had experiences leaning using this method.

They prefer videos than reading only.

They like presentation forms.

They watch the news on TV and mobile device.

They have no fun time.

They recommend their practice of class dojo to be before school year started.

They would like to make a change and check which system will work better.
This course will be available on-line for teachers to explore one month before school started.
They have unlimited attempt for practice and watching videos. Then they will attend one day
training in their school site to have 1:1 training and problems solving.
Most teachers in SW school have minimum of master degree in education. They love their work
and they want to implement as much as technology tools to improve their teaching performance.

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Teachers are working as one team to improve students learning skills. Teachers for each grade
level conduct a meeting once a week for planning and information exchange. After an interview
was conducted with the principal, she gave a description of the teachers of SW school Teachers
are working as one team to improve students learning and behavior. They have high social and
communication skills. They are eager to try new technology to improve their abilities. Teachers
are high motivated learners and they have basic knowledge of using technology. They heard
about class Dojo but they never try it before

Instruction Delivery:
This will be a standalone self-paced module but teachers will have my e-mail for questions and
concerns. This course will be available one month before school year start. Teachers will get an
e-mail on the last week of June as reminder of the course. On July, 1 2015 the course will be
available for teachers to explore. No books are require. Two days before school started, on
8/17/2015 the Instruction-Led training will be conduct for 8 hours. Teachers will go step by step
and get help when they needed. Just basic computer skills are require for this course. No
prerequisite knowledge is require for this course.
I will use Canvas LMS system to deliver the course. Learners will get invitation from Canvas
through their e-mail.

Objectives:
Given a course blog, Teachers will be able to identify the benefits of using Class Dojo and write
their reflection.
Given I pad and website link, Teachers will be able to download the app on their I-pad and sign
in.
Given I-Pad and classroom list, Teachers will be able to create a physical classroom using class
Dojo.
Given an I-Pad and website link, Teachers will be able to navigate through the app and add,
erase, and comment on the app.
Given I-Pad and Parents information, Teachers will be able to set up parents account and send
home invitation to parents to join class Dojo.

Site Map:
http://www.gliffy.com/go/publish/8274279

Story Board:
https://www.storyboardthat.com/portal/storyboards/hebasaid/classroom-template/class-dojo

Content:
Objectives

Assessment

Type of Question

Given a course
blog, Teachers will
be able to identify
the benefits of
using Class Dojo
and write their
reflection.

Questions & test

Pick Multiple
Self-reflection As Fill in blanks
teachers will share
what are the
reasons and why
they will use class
dojo

Given I pad and

website link,
Teachers will be
able to download
the app on their Ipad and sign in.

Check doactivities.
Observation.
Reflection on
experiences of
download the app.

Performance
Question

Sample Question

1. List three
benefit of using
Class Dojo?
2. As a teacher,
state three reasons
for using Class
Dojo this year?
3. One of the
reasons I will use
class dojo:
1.
Easy to use.
2.
simple
3.
Students
will love to
choose their
identifying
character.
This is a do
activity. First
teacher will write
reflection on their
experience
downloading the
app. Also, they
can decide if they
learn enough or
redo this module
again.
Teachers will do
self-evaluation by
giving themselves
points using
rubric. If a

teacher miss 20%

of point, she has
to redo module 2
again.
Given I-Pad and
classroom list,
Teachers will be
able to create a
physical classroom
using class Dojo.

Do- type activities

that I will get
access to and
check. Reflection
on experiences.

Performance
Question

Teachers will
write their
reflection on how
to create
classroom dojo.
There will rubric
to measure
teachers
performance on
creating
classroom Dojo

Given an I-Pad and Formative

website link,
assessment.
Teachers will be
able to navigate
through the app
and add, erase, and
comment on the
app. Dealing with
trouble shooting.

Performance
Question

Teachers will
reflect on
problems they
face with class
dojo and how
they get help.
Also, I may add a
quiz

Given I-Pad and

Check classroom
Parents
account and
information,
observe activities.
Teachers will be
able to set up
parents account
and send home
invitation to
parents to join class
Dojo.

Performance
Question

teachers will
finish creating
parent's accounts.
Teachers will
submit evidence
of creating
parent's accounts.

Assessment:
Module 1 Assessment:
Test
https://docs.google.com/forms/d/1XRYzO15urGOmQIUmnR88VAD7rRYDEvfz6GpdMtbe550/
edit#

Module 2 Assessment:
Learners will submit a snapshot of their Class Dojo Account.
Also, will be a reflection on their experience submitted to course blog.
Module 2 Rubric

Module 3 Assessment:
Teachers will submit minimum of three screen snapshot after they create their class dojo
classroom.
Reflection submitted to course blog.

Module 4 Assessment:
Teachers will submit minimum of five screen snapshot after they navigate class dojo screen.
Reflection submitted to course blog.

Module 5 Assessment:
Teachers will submit minimum of three screen snapshot after they create their class dojo
classroom.
Reflection submitted to course blog.

Instructional Materials:
Main Screen: Introduction Video:
Class Dojo is a winner
http://techcrunch.com/video/classdojo-2015-best-education-startup-winner/518637766/
Getting Started with Class Dojo
https://www.youtube.com/watch?v=ZZ27nMOVI_g
Reading resources:
http://www.edutopia.org/blog/classroom-behavior-classdojo-app-lisa-mims
https://larrycuban.wordpress.com/2014/03/15/on-using-and-not-using-classdojo-ideologicaldifferences/
http://etec.ctlt.ubc.ca/510wiki/Classroom_Management_with_Class_Dojo
http://eaglefeather.honors.unt.edu/2013/article/268#.VXUM-4d_n4g

First Objective: Benefits

Class Dojo - A Short Film
https://www.youtube.com/watch?v=RMAlfJTOnRY
Presentation:
https://docs.google.com/presentation/d/1H1sC80ANHk7ihl6D8vTATYY3MXJjPqDrbzLZTr_7A
ng/edit#slide=id.p
https://prezi.com/rm4tem2hhkco/benefits-of-using-class-dojo/

Second Objective: Sign in

New Class Dojo iPad App Demo (Fall 2013)

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https://www.youtube.com/watch?v=Src_or_useI
Class Dojo (Signing Up)
https://www.youtube.com/watch?v=15U9OUm5nxg

Third Objective: Create a Class Dojo classroom

Class Dojo Set Up and Tutorial
https://www.youtube.com/watch?v=f23bnZaWHNE

Fourth Objective: Navigation Video:

Class Dojo Overview
https://www.youtube.com/watch?v=FRjsfWpfG0k

Fifth Objective: Parent communication:

How do teachers use Class Dojo to communicate with parents?
https://www.youtube.com/watch?v=EBRsxkEqDV0

Self-Evaluation:
Merrills Five Star Instructional Design Rating
Type of Instruction:
Stage

Criteria

Explanation

PROBLEM
Is the courseware presented in
the context of real world
problems?

Does the courseware show

learners the task they will be
able to do or the problem they
will be able to solve as a
result of completing a module
or course?

Yes, the course is designed to

help teachers to learn about
new classroom behavior
management system.

Are students engaged at the

Yes, Do activities type will
problem or task level not just help learners to be active
the operation or action levels? learners.
Does the courseware involve
a progression of problems
rather than a single problem?

RATING FOR PROBLEM STAGE:

Yes, each module will help

learners to learn different
information about the topic.

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Stage

ACTIVATION
Does the courseware attempt
to activate relevant prior
knowledge or experience?

Criteria

Explanation

Does the courseware direct

learners to recall, relate,
describe, or apply knowledge
from relevant past experience
that can be used as a
foundation for new
knowledge?

Yes, Teacher have knowledge

using computer and internet.
Teachers involved on online
learning experiences.

Does the courseware provide

relevant experience that can
be used as a foundation for
the new knowledge?

Yes, teachers have knowledge

of such programs like Power
School and Power Teachers
Yes, Learners can view videos
and do assessment for the
If learners already know some module they already know
of the content are they given
about. But they have to finish
an opportunity to demonstrate and pass all 5 modules.
their previously acquired
knowledge or skill.
RATING FOR ACTIVATION STAGE:
DEMONSTRATION
Are the demonstrations
(examples) consistent with
the content being taught?

Are the demonstrations

Yes
(examples) consistent with
Video and Presentation
the content being taught?
Examples and non-examples
for concepts?
Demonstrations for
procedures?
Visualizations for
processes?
Modeling for behavior?
Are at least some of the
following learner guidance
techniques employed?
Learners are directed to
relevant information?
Multiple representations are
used for the demonstrations?
Multiple demonstrations are
explicitly compared?
Is media relevant to the
content and used to enhance
learning?

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Stage

Criteria

Explanation

RATING FOR DEMONSTRATION STAGE:

APPLICATION
Are the application (practice) Yes,
Are the application (practice) and the posttest consistent
and the posttest consistent
with the stated or implied
How-to practice requires
with the stated or implied
objectives?
learners to do the procedure
objectives?
Information-about practice
requires learners to recall or
recognize information.
Parts-of practice requires the
learners to locate, name,
and/or describe each part.
Kinds-of practice requires
learners to identify new
examples of each kind.
How-to practice requires
learners to do the procedure.
What-happens practice
requires learners to predict a
consequence of a process
given conditions, or to find
faulted conditions given an
unexpected consequence.
Does the courseware require
learners to use new
knowledge or skill to solve a
varied sequence of problems
and do learners receive
corrective feedback on their
performance?

Yes,
Teacher will submit snapshot
screen for module and
Instructor will check it for
feedback.

Yes, learners will access to

In most application or
help screen for Canvas and
practice activities, are
can email instructor for help.
learners able to access context
sensitive help or guidance
when having difficulty with
the instructional materials? Is
this coaching gradually
diminished as the instruction
progresses?
RATING FOR APPLICATION STAGE:

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Stage

Criteria

INTEGRATION
Does the courseware provide
techniques that encourage
learners to integrate (transfer)
the new knowledge or skill
into their everyday life?

Does the courseware provide

an opportunity for learners to
publicly demonstrate their
new knowledge or skill?

Yes

Does the courseware provide

an opportunity for learners to
reflect-on, discuss, and
defend their new knowledge
or skill?

Yes
Reflection on blogs

Does the courseware provide

an opportunity for learners to
create, invent, or explore new
and personal ways to use their
new knowledge or skill?

Explanation

No, but I can add final

submission for teachers to
discover new things on Class
Dojo that we did not provide
in our course.

RATING FOR INTEGRATION STAGE:

Appendix A:
Teacher Survey
https://docs.google.com/forms/d/1j5yUe2yg68Rt8FOWfTgF84OeDOS07GxaFwRRG3rziXc/vie
wform?usp=send_form

Rubric for modules 2-5

References:
Horton, W. (2012). E-Learning by Design, 2nd Edition. San Francisco, CA: Pfeiffer.
Merrill, M. D. (2001, April 27). 5 Star Instructional Design Rating. Utah, US.