Sarah Penn

FRIT 7739 F2F Staff Development

Part 1: Identification of Learning Problem
General Audience
The primary audience consists of 56 certified teachers of all ages, experience levels, and subject
areas within a middle school (J.L. Newbern). The primary audience instructs and/or provides
supportive educational services to students in grades 6-8. Any personnel involved in direct
instruction will be among the first to receive the training. The Valdosta City Schools (VCS)
website states that 65% of the teachers in the district for the 2014-2015 academic year have an
advanced degree. Of these teachers, 44% of them have furthered their education through a
masters degree, 23% through a specialist degree, and 3% through a doctorate degree. The ages
of the primary audience ranges from 23-62 years of age. Close to 80% of these employees are
natives of Valdosta or were raised in nearby communities. The other 20% are military spouses
who have lived in different states and countries, worked for several different systems, and on
average moved every three years. All teachers work with computers daily, have daily interaction
with technology, use the internet for additional resources, and use the Promethean Board during
instruction. Personal interviews provided information not found on the VCS website.
Problem Identification
J.L. Newbern is one of two middle schools in the district. The mission of the Instructional
Department of Valdosta City Schools is to ensure that all students, teachers, and administrators
will have access to 21st Century technology in addition to training and support for a seamless
integration into their daily activities. VCS realized that the majority of the personnel are part of a
generation that did not grow up in a world of technology and does not possess the necessary
knowledge and experience using the latest technology tools. It became evident to VCS that the
gap between the educator and the 21st Century learner has grown larger. In order to close this
gap, VCS has equipped all classrooms with at least 5 desktop computers and Promethean Boards.
According to the 2015 VCS Technology Needs Survey, many teachers are requesting more indepth training with Google Apps for Education. The teachers would like to better utilize the
technology in their classroom during instruction for the 21st Century learners.
This course is designed for teachers who wish to implement Google Apps for Education.
Teachers want to learn more about Google Apps because of the ease in differentiating learning,
time management and collaborating with students in a safe learning community. Google
Classroom can be daunting for users due to the technology aspect. Therefore, this staff
development workshop will help teachers gain knowledge and comfort with creating and
maintaining a Classroom. Teachers will receive instruction on starting a Google Classroom and
creating one new Classroom in which they may begin using upon returning to their classes.

Sarah Penn
FRIT 7739 F2F Staff Development
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

Instructional Goals

Teachers will access Google Classroom.

Teachers will invite students to participate and communicate freely in Google Classroom.
Teachers will create assignments for students.
Teachers will add course material and content for student access.
Teachers will grade assignments within Google Classroom.
Part II: Learner Analysis

Introduction
The audience in this setting is made up of certified teachers including classroom teachers and
special education teachers. The staff members consist of 28% white female, 41% black female,
8 % white male and 23% black male. The ages of the staff members range from 23-62 where
24% range from 23-30, 38% range from 31-40, and 38% range from 41-60. Surveys and
interviews were conducted to obtain information for the learner analysis.
Entry Skills and Prior Knowledge
Early Characteristics
Prerequisite skill & knowledge
48% of staff members have basic knowledge of the Google Classroom &
Google Apps for Education.
12% of the staff feels they have an advanced understanding of Google
Classroom & Google Apps for Education.
26% of the staff feels they use Google Classroom & Google Apps for
Educations on a daily basis.
Attitudes Towards Content & Academic Motivation
The majority of the staff members understood the importance of incorporating technology into
the classroom and expressed a high motivation to learn and succeed. However, most of them felt
overwhelmed with all the new information, resources, and concepts of technology. They
reported high levels of frustration when working independently with Google Classroom.

Sarah Penn
FRIT 7739 F2F Staff Development
Learners stated that they learned more when support training was given by an expert or they
were allowed time for collaboration among peers. When surveyed, 74% did not feel confident
when learning new components of Google Classroom. The other 26% were very confident about
learning and working with all the components of Google Classroom. When asked to rate their
motivation to learn more about Google Classroom and incorporating it into instruction, 91%
reported they wanted to learn more and 9% felt that learning more would not benefit their
instruction. A survey and staff interviews were conducted to obtain this information.
Educational Ability Levels
Out of the 56 certified teachers, 54% of them have furthered their education, 16% of them are
currently enrolled in graduate classes, and 12% of them stated they plan to further their education
in the near future. All the learners have excellent written and communication skills, analyze and
synthesize information daily, and can effectively communicate information orally or in
presentation form. Most learners reported using Microsoft Office programs (PowerPoint, Word,
Excel, etc.) when presenting information. A small percentage reported using other presentation
tools (ActivInspire, Prezi, and Infographics). Based on learner interviews and survey data,
learners range from novice to intermediate in skills and knowledge of new technology.
General Learning Preferences
The learners expressed a preference of training that provides useful high quality information,
examples of criteria, regular feedback, and peer communication.
Attitude Towards Teachers and School
All learners expressed a high appreciation and value for the teacher. Learners had positive
feelings about the school and the environment it housed.
Group Characteristics
The classroom experience level of the staff members range from 1-35 years. The majority of the
learners have taught for more than 15 years. The basic subjects of reading/language arts, math,
science, and social studies are taught at this middle school. All learners are dedicated to their job
as a teacher and are always willing to improve for the success of their students. Learners stated
that self regulation was an important part of their daily duties. All learners reported having
outside responsibilities such as church, volunteer work, outside committees, graduate school,
family, and secondary jobs.

Sarah Penn
FRIT 7739 F2F Staff Development
Part III: Task Analysis
I conducted the task analysis using both a topic and procedural analysis. I wanted to make sure
to provide as much relevant information as possible. The majority of my analysis was helping
the learner walk through all the essential skills necessary to effectively use Google Classroom.
Therefore, most of my task analysis consists of a procedural analysis. The content structures
identified in the topic analysis included facts (the basic overview of Google Classroom),
concepts (the objectives of Google Classroom), and principles (the benefits and main functions
of Google Classroom). Once I completed the basic overview of Google Classroom for the topic
analysis, I began a detailed outline of the essential skills to run Google Classroom for the
procedural analysis. To confirm that I did not miss any essential skills, I opened Google
Classroom and completed each skill as I added them to my outline.
Task Analysis Outline
Part 1: Topic Analysis
1. Basic Overview of Google Classroom
1.1. Objectives of Google Classroom learning
1.2. Benefits of Google Classroom
1.3. Main functions of Google Classroom
1.4. Essential skills to run Google Classroom
1.4.1. Access to Google Classroom
1.4.2. Linkage with students in Google Classroom (i.e., invitation of students,
communication through Google Docs, Google+ or Hangout)
1.4.3. Uploading existing course materials to Google Classroom
1.4.4. Creating new materials for learning
1.4.5. Grading
2. Access to Google Classroom
2.1. Go to classroom.google.com to set up your Google Classroom
2.2. Sign up or link with your Google Classroom account
3. Setting up Google Classroom
3.1. Create a class
3.2. Set up class theme (design)
3.3. Set class details in About
4. Linkage with students in Google Classroom
4.1. Adding students to the classroom
4.2. Peers/Group Communication via Chat/Email
4.3. Classroom Discussion Board for Q&As
5. Uploading course materials
5.1. Types of materials (PDFs, links/videos/images for students to view)
5.2. Use of Google Drive for learning and doing assignments

Sarah Penn
FRIT 7739 F2F Staff Development
5.3. Linking Google Drive to Google Classroom
6. Creating new instructional materials
6.1. Tutorials for using Google Docs
6.2. Linking Google Docs to Google Classroom
7. Grading students work
7.1. Tutorials for grading
Part 2: Procedural Analysis
1. Linkage with students in Google Classroom
1.1. Adding students to Google Classroom
1.1.1. Invitation of new students by instructor
1.1.1.1. Add students through the Students area
1.1.1.2. Select students from the list to invite
1.2. Students voluntarily join with class code to the teacher-created class
1.2.1. Give students the class code
1.2.2. Have them go the google.classroom.com to enter the code
1.2.3. You can reset and disable the class code
1.3. Peers/Group Communication via Chat/Email
1.3.1. In the Students menu selection
1.3.1.1. Select groups of students you want to send an announcement or email too
1.3.2. Use a Google Doc for collaboration
1.3.3. Make students be in the document
1.3.4. Use Chat function next to Comments and Share in Google Doc
1.3.4.1. Some students may not have this function (admin controlled)
1.4. Classroom Discussion Board for Comments and Questions/Answers
1.4.1. Create a Google Document titled Discussion Board
1.4.1.1. Let students ask questions as you Reply to the question
1.4.2. Make an announcement
1.4.2.1. Pose a question or start a discussion thread
1.4.2.2. Students comment and add to the discussion on the announcement
1.4.3. Google Groups
1.4.3.1. Make your class a Group
1.4.3.2. Go to Groups in the apps
1.4.3.3. Begin a Discussion Board through there
1.4.3.4. Link it to your Classroom
2. Uploading course materials
2.1. Types of materials (PDFs, links/videos/images for students to view)
2.1.1. As directly editable forms, there are Docs, Sheets, Drawings, and Slides
2.1.2. As uploadable forms of files, any types of files are capable of being posted in
Google Drive linked to the Google Classroom

Sarah Penn
FRIT 7739 F2F Staff Development
2.2. Use of Google Drive for learning and doing assignments
2.2.1. Make different folders for course materials, guidelines for assignments, and
examples of assignments in Google Drive
2.2.2. Upload necessary files under specific folders
2.2.3. Upload examples of assignments in any types of files such as Docs or Slides
2.2.4. Add comments if you want to include annotation of examples
2.2.5. Let students make a comment to the assignments if they have any questions
2.2.6. Answer students questions regarding a specific assignment
2.2.7. 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
2.2.8. If students have more time before deadline, they can unsubmit, regain edit
rights, and continue working with their assignments
2.3. Linking Google Drive to Google Classroom
2.3.1. In Google Classroom, Stream makes it possible to create an assignment
2.3.2. Choose Assignments function for new posts and enter due date/time (optional)
2.3.3. 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)
2.3.4. About includes the function of linking to a specific Google Drive linked to the
Google Classroom
2.3.4.1. Useful for links, documents (syllabus, calendars, rubrics, etc.) images, etc.
that are accessed often in the course
2.3.5. Students can access their Classroom folder in their Drive
2.3.6. Students can access their Classroom folder from their Home menu in
Classroom
Subject Matter Expert (SME)
Mark Swift will serve as my SME for this instructional plan. His current position is the Chief
Technology Officer for Valdosta City Schools (VCS). He has been employed with VCS for 8
years. His responsibilities include state reporting of technology and writing the systems
Technology Plan. He oversees the Technology Department employees and updates, submits, and
maintains budget requirements based on approved technology goals. His is currently supervising
the implementation of the 21 st Century classrooms throughout the school system. He excels in
both the technical capacities of technology and its implementation.
Prior to working with VCS, he was employed with Valdosta State University for 12 years. He
served as an instructor that designed, developed and implemented web-enhanced instruction,
including enhancing web-based instruction with PowerPoint, video-streaming and the
construction of electronic portfolios. He also instructed faculty, staff, and students in the proper
use of distance learning and instructional media equipment.

Sarah Penn
FRIT 7739 F2F Staff Development

Go to
classroom.google.com
to set up Google
Classroom

Create a
Classroom
Discussion Board
for Q&As

Upload coarse
materials for
students to view

Sign up or link
with your Google
Classroom
account

Send
"Announcements"
to the students

Create
"Assignments"
and enter due
date/time
(optional)

Create a class

Add students
to each class

Link Google
Drive to Google
Classroom

Set up class
theme

Set class
details in
"About"

Students use
Google Drive for
learning & doing
assignments

Sarah Penn
FRIT 7739 F2F Staff Development
Part IV: Instructional Objectives
Terminal Objective 1: Teachers will be able to access Google Classroom.
Enabling Objectives:
1A. Explain how to access Google Classroom by linking directly to the website,
www.classroom.google.com.
1B. Demonstrate how to access Google Classroom by going to the Google Apps store and
installing Classroom.
1C. Explain how to create a class once accessing Google Classroom.
Terminal Objective 2: Teachers will be able to invite students and communicate freely in
Google Classroom.
Enabling Objectives:
2A. Explain how to invite students to the classroom using the Class Code feature.
2B. Demonstrate how to invite students to the classroom using the Student Invite feature.
2C. Apply either the Class Code or Student Invite feature and invite students to the
classroom.
Terminal Objective 3: Teachers will be able to create assignments for students.
Enabling Objectives:
3A. Demonstrate how to create an assignment using the Stream Assignment feature.
3B. Create an assignment using the Stream Assignment feature.
Terminal Objective 4: Teachers will be able to add course material and content for student
access.
Enabling Objectives:
4A. Explain how to add course material and content using the About Add Materials feature.
4B. Apply the About Add Materials feature and add course materials and content to a class.
Terminal Objective 5: Teachers will be able to grade assignments in Google Classroom.
Enabling Objective:
5A. Demonstrate how to assign a grade to a students submitted assignment using the Stream
Assignment Done Grade feature.

Sarah Penn
FRIT 7739 F2F Staff Development
Performance
Content
Fact
Concept

Principles
Procedure

Recall

Application

2, 2A, 2B, 2C
3, 3A, 3B
4, 4A, 4B
5, 5A

1, 1A, 1B, 1C
2, 2A, 2B, 2C
3, 3A, 3B

4, 4A, 4B
5, 5A

2, 2A, 2B, 2C
3, 3A, 3B
4, 4A, 4B
5, 5A

1, 1A, 1B, 1C
2, 2A, 2B, 2C
3, 3A, 3B

4, 4A, 4B
5, 5A

Interpersonal
Attitude

Instructional
Objectives
1
1A
1B
1C
2
2A
2B
2C
3
3A
3B
4
4A
4B
5
5A

ISTE Standards
3 - Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society.
3a - Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations.
3a - Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations.
3a - Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations.
3 - Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society.
1c - Promote student reflection using collaborative tools to reveal and clarify students
conceptual understanding and thinking, planning, and creative processes.
1c - Promote student reflection using collaborative tools to reveal and clarify students
conceptual understanding and thinking, planning, and creative processes.
1c - Promote student reflection using collaborative tools to reveal and clarify students
conceptual understanding and thinking, planning, and creative processes.
2 - Teachers design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in context and to
develop the knowledge, skills, and attitudes identified in the Standards.
2a - Design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity.
2c - Customize and personalize learning activities to address students diverse learning styles,
working strategies, and abilities using digital tools and resources.
2b - Develop technology-enriched learning environments that enable all students to pursue their
individual curiosities and become active participants in setting their own educational goals,
managing their own learning, and assessing their own progress.
2a - Design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity.
2d - Provide students with multiple and varied formative and summative assessments aligned
with content and technology standards, and use resulting data to inform learning and teaching.
1 - Teachers use their knowledge of subject matter, teaching and learning, and technology to
facilitate experiences that advance student learning, creativity, and innovation in both face-toface and virtual environments.
1a - Promote, support, and model creative and innovative thinking and inventiveness.

Sarah Penn
FRIT 7739 F2F Staff Development
Part V: Development of Assessments
Instructional
Strategies
Lesson 1:
The learner will watch a
video about Google
Classroom and how to
access it. They will then
answer questions about the
major reasons why teachers
use it in their classrooms.
Instructional Strategy:
Fact/Recall &
Fact/Application
Lesson 2:
The learner will watch a
video about how to invite
students to Google
Classroom and then
complete the task in their
own Google Classroom
account.
Instructional Strategy:
Concept/Recall &
Procedure/Application
Lesson 3:
The learners will watch a
video about how to create
an assignment in Google
Classroom and then
complete the task to their
own Google Classroom
account.
Instructional Strategy:
Concept/Recall &
Procedure/Application
Lesson 4:
The learners will watch a
video about how to add
course materials and
content in Google
Classroom and then
complete the task to their
own Google Classroom
account.
Instructional Strategy:
Concept/Recall &
Procedure/Application
Lesson 5:
The learners will watch a
video about how to assign a
grade to a submitted
assignment in Google
Classroom and then
complete the task to their
own Google Classroom
account.
Instructional Strategy:
Concept/Recall &
Procedure/Application

Goals

Objectives

UDL

Assessments

Access Google
Classroom, create
a class and explain
how it transforms
the traditional,
lecture-based
classroom into a
modern learning
environment.

1: Teachers will be able to access Google

Classroom and create a class.
1A. Explain how to access Google
Classroom by linking directly to the
website, www.classroom.google.com.
1B.Demonstrate how to access Google
Classroom by going to the Google Apps
store and installing Classroom.
1C. Explain how to create a class once
accessing Google Classroom.

Learners are provided

multiple means of
representation and
engagement.

Complete a Quiz
covering how to
access Google
Classroom and why
teachers are using it
in their classrooms.

Identify the
different features
to invite students
to Google
Classroom and
explain how it
allows free
communication
between both
teachers and
students.
Create
assignments for
the students and
identify how they
can enhance
differentiation
within the
classroom.

2: Teachers will be able to invite students

and communicate freely in Google
Classroom.
2A. Explain how to invite students to the
classroom using the Class Code feature.
2B. Demonstrate how to invite students
to the classroom using the Student
Invite feature.
2C. Apply either the Class Code or
Student Invite feature and invite
students to the classroom.
3: Teachers will be able to create
assignments for students.
3A. Demonstrate how to create an
assignment using the Stream
Assignment feature.
3B. Create an assignment using the
Stream Assignment feature.

Learners are provided

multiple means of
representation and
engagement.

Complete a
Quiz/Presentation
covering how to
invite students to
Google Classroom.
The learner must list
the steps involved in
inviting students.

Learners are provided

multiple means of
representation and
engagement.

Complete a
Quiz/Presentation
covering how to
create an assignment
within Google
Classroom. The
learner must list the
steps involved in
creating an
assignment.

Implement the
Add Materials
feature to an
assignment in an
effort to enhance
differentiation
within the
classroom.

4: Teachers will be able to add course

material and content for student access.
4A. Explain how to add course material
and content using the About Add
Materials feature.
4B. Apply the About Add Materials
feature and add course materials and
content to a class.

Learners are provided

multiple means of
representation and
engagement.

Complete a
Quiz/Presentation
covering how to add
course materials and
content within
Google Classroom.
The learner must list
the steps involved in
adding course
materials and
content.

Demonstrate how
to assign a grade
to a submitted
assignment to
allow the student
feedback on their
work.

5: Teachers will be able to grade

assignments in Google Classroom.
5A. Demonstrate how to assign a grade
to a students submitted assignment using
the Stream Assignment Done
Grade feature.

Learners are provided

multiple means of
representation and
engagement.

Complete a
Quiz/Presentation
covering how to
assign a grade to a
submitted
assignment within
Google Classroom.
The learner must list
the steps involved in
assigning a grade to
a submitted
assignment.

Sarah Penn
FRIT 7739 F2F Staff Development
Assessment 1: Accessing Google Classroom
This assessment will be completed individually. Each student must complete the quiz. Each
question on the quiz is a point and each student will be scored according to how many questions
he/she answers correctly.
Lesson 1: Accessing Google Classroom
Name: ________________________________________________

Date __________________

Score _______/10

Directions: Answer the following questions.

1. List the different ways you can access Google Classroom. (3 pts)

2. Google Classroom allows both teachers and students to save _____________________ and
____________________ together with each other. (2 pts)

3. What option in Google Classroom allows teachers and students to seamlessly assign or turn-in
links, videos and images from another webpage or product? (1 pt)

4. Explain how Google Classroom has changed the way teachers are engaging their students in the
learning process. (2 pts)

5. Explain how Google Classroom expands learning beyond the classroom. (2 pts)

Sarah Penn
FRIT 7739 F2F Staff Development
Assessment 2: Inviting Students to Google Classroom
This assessment will be completed individually. Each student must complete the quiz. They can
choose to answer the questions in a word document or use a Web 2.0 tool to create a
presentation. Students will be graded using the rubric below.

Rubric for Assessment 2: Inviting Students to Google Classroom

2
1

Quiz/Presentation includes:
A thorough explanation of how
Google Classroom allows free
communication between both
teachers and students.

Quiz/Presentation includes:
An explanation of how Google
Classroom allows free
communication between both
teachers and students.

Quiz/Presentation includes:
All the steps required to invite
students to the classroom using
the Class Code feature.

Quiz/Presentation includes:
Most of the steps required to
invite students to the
classroom using the Class
Code feature.

Quiz/Presentation includes:
All the steps required to invite
students to the classroom using
the Student Invite feature.

Quiz/Presentation includes:
Most of the steps required to
invite students to the
classroom using the Student
Invite feature.

Score

Quiz/Presentation includes:
An explanation with misunderstandings
or inaccurate information of how
Google Classroom allows free
communication between both teachers
and students.
Quiz/Presentation includes:
Very few steps required or steps with
misunderstandings or inaccurate
information to invite students to the
classroom using the Class Code
feature.
Quiz/Presentation includes:
Very few steps required or steps with
misunderstandings or inaccurate
information to invite students to the
classroom using the Student Invite
feature.

TOTAL SCORE
Lesson 2: Inviting Students to Google Classroom
Name: ________________________________________________

Date __________________

Score _______/9

Directions: Answer the following questions.

1. Explain how Google Classroom allows free communication between both teachers and students. Is it
easy to maneuver, access and use?
2. List all the steps required to invite students to the classroom using the Class Code feature.

3. List all the steps required to invite students to the classroom using the Student Invite feature.

Sarah Penn
FRIT 7739 F2F Staff Development
Assessment 3: Creating Assignments
This assessment will be completed individually. Each student must complete the quiz. They can
choose to answer the questions in a word document or use a Web 2.0 tool to create a
presentation. Students will be graded using the rubric below.

3
Quiz/Presentation includes:
A thorough explanation of how
creating an assignment within
Google Classroom can enhance
differentiation within the
classroom.
Quiz/Presentation includes:
A thorough explanation of how
creating an assignment within
Google Classroom will help
transform the students into 21st
Century learners.
Quiz/Presentation includes:
All the steps required to create
an assignment using the Stream
Assignment feature.

Rubric for Assessment 3: Creating Assignments

2
1
Quiz/Presentation includes:
An explanation of how creating
an assignment within Google
Classroom can enhance
differentiation within the
classroom.
Quiz/Presentation includes:
An explanation of how creating
an assignment within Google
Classroom will help transform
the students into 21st Century
learners.
Quiz/Presentation includes:
Most of the steps required to
create an assignment using the
Stream Assignment feature.

Score

Quiz/Presentation includes:
An explanation with misunderstandings
or inaccurate information of how to
creating an assignment within Google
Classroom can enhance differentiation
within the classroom.
Quiz/Presentation includes:
An explanation with misunderstandings
or inaccurate information of how
creating an assignment within Google
Classroom will help transform the
students into 21st Century learners.
Quiz/Presentation includes:
Very few steps required or steps with
misunderstandings or inaccurate
information to create an assignment
using the Stream Assignment
feature.

TOTAL SCORE
Lesson 3: Creating Assignments
Name: ________________________________________________

Date __________________

Score _______/9

Directions: Answer the following questions

1. Explain how creating an assignment within Google Classroom can enhance differentiation within the
classroom.

2. Explain how creating an assignment within Google Classroom can transform the students into 21 st
Century learners.

3. List all the steps required to create an assignment using the Stream Assignment feature.

Sarah Penn
FRIT 7739 F2F Staff Development
Assessment 4: Adding Course Materials and Content
This assessment will be completed individually. Each student must complete the quiz. They can
choose to answer the questions in a word document or use a Web 2.0 tool to create a
presentation. Students will be graded using the rubric below.
Rubric for Assessment 4: Adding Course Materials and Content
3

Quiz/Presentation includes:
A thorough explanation of how
adding course material and
content within Google Classroom
can enhance differentiation within
the classroom.
Quiz/Presentation includes:
A thorough explanation of how
adding course material and
content within Google Classroom
will help transform the students
into 21st Century learners.

Quiz/Presentation includes:
An explanation of how adding
course material and content
within Google Classroom can
enhance differentiation within
the classroom.
Quiz/Presentation includes:
An explanation of how adding
course material and content
within Google Classroom will
help transform the students into
21st Century learners.

Quiz/Presentation includes:
All the steps required to add
course material and content using
the About Add Materials
feature.

Quiz/Presentation includes:
Most of the steps required to
add course material and content
using the About Add
Materials feature.

Quiz/Presentation includes:
An explanation with misunderstandings
or inaccurate information of how
adding course material and content
within Google Classroom can enhance
differentiation within the classroom.
Quiz/Presentation includes:
An explanation with misunderstandings
or inaccurate information of how
adding course material and content
within Google Classroom will help
transform the students into 21st Century
learners.
Quiz/Presentation includes:
Very few steps required or steps with
misunderstandings or inaccurate
information to add course material and
content using the About Add
Materials feature.

Score

TOTAL SCORE
Lesson 4: Adding Course Materials and Content
Name: ________________________________________________

Date __________________

Score _______/9

Directions: Answer the following questions

1. Explain how adding course material and content within Google Classroom can enhance
differentiation within the classroom.

2. Explain how adding course material and content within Google Classroom can transform the
students into 21st Century learners.

3. List all the steps required to add course material and content using the About Add Materials
feature.

Sarah Penn
FRIT 7739 F2F Staff Development
Assessment 5: Assigning a Grade to Submitted Assignments
This assessment will be completed individually. Each student must complete the quiz. They can
choose to answer the questions in a word document or use a Web 2.0 tool to create a
presentation. Students will be graded using the rubric below.
Rubric for Assessment 5: Assigning a Grade to Submitted Assignments
3

Quiz/Presentation includes:
A thorough explanation of how
assigning a grade to a students
submitted assignment within
Google Classroom can allow
immediate feedback for the
student.
Quiz/Presentation includes:
A thorough explanation of how
assigning a grade to a students
submitted assignment within
Google Classroom will help
transform the students into 21st
Century learners.
Quiz/Presentation includes:
All the steps required to assign a
grade to a students submitted
assignment using the Stream
Assignment Done Grade
feature.

Quiz/Presentation includes:
An explanation of how assigning
a grade to a students submitted
assignment within Google
Classroom can allow immediate
feedback for the student.

Quiz/Presentation includes:
An explanation with misunderstandings
or inaccurate information of how
assigning a grade to a students
submitted assignment within Google
Classroom can allow immediate
feedback for the student.
Quiz/Presentation includes:
An explanation with misunderstandings
or inaccurate information of how
assigning a grade to a students
submitted assignment within Google
Classroom will help transform the
students into 21st Century learners.
Quiz/Presentation includes:
Very few steps required or steps with
misunderstandings or inaccurate
information to assign a grade to a
students submitted assignment using
the Stream Assignment Done
Grade feature.

Quiz/Presentation includes:
An explanation of how assigning
a grade to a students submitted
assignment within Google
Classroom will help transform
the students into 21st Century
learners.
Quiz/Presentation includes:
Most of the steps required to
assign a grade to a students
submitted assignment using the
Stream Assignment Done
Grade feature.

Score

TOTAL SCORE
Lesson 5: Assigning a Grade to Submitted Assignments
Name: ________________________________________________

Date __________________

Score _______/9

Directions: Answer the following questions

1. Explain how assigning a grade to a students submitted assignment within Google Classroom can
allow immediate feedback for the student.
2. Explain how assigning a grade to a students submitted assignment within Google Classroom will
help transform the students into 21st Century learners.
3. List all the steps required to assign a grade to a students submitted assignment using the Stream
Assignment Done Grade feature.

Sarah Penn
FRIT 7739 F2F Staff Development
Lesson 1: Accessing Google Classroom
Assessment: Learners will complete a quiz over all the different ways to access Google
Classroom and why teachers are using it in their classrooms. They will be graded according to
how many answers they answer correctly. The instructor must provide constructive and timely
feedback on each completed quiz.
UDL: The assessment addresses multiple means of representation and engagement. The
learners will have the option of completing the quiz as a word document or within Google
Forms. The assessment requires learners to address the learning objectives.
Lesson 2: Inviting Students to Google Classroom
Assessment: Learners will complete a quiz covering the multiple ways to invite students to
Google Classroom. The learner must list the steps involved in inviting students and will be
graded according to if this is done correctly. The instructor must provide constructive and timely
feedback on each completed quiz.
UDL: The assessment addresses multiple means of representation and engagement. The
learners will have the option of completing the quiz as a word document or answering the
questions by creating a presentation with a Web 2.0 tool. The assessment requires learners to
address the learning objectives.
Lesson 3: Creating Assignments
Assessment: Learners will complete a quiz covering how to create an assignment within Google
Classroom. The learner must list the steps involved in creating an assignment and will be graded
according to if this is done correctly. The instructor must provide constructive and timely
feedback on each completed quiz.
UDL: The assessment addresses multiple means of representation and engagement. The
learners will have the option of completing the quiz as a word document or answering the
questions by creating a presentation with a Web 2.0 tool. The assessment requires learners to
address the learning objectives.
Lesson 4: Adding Course Materials and Content
Assessment: Learners will complete a quiz covering how to add course materials and content
within Google Classroom. The learner must list the steps involved in adding course materials and
content and will be graded according to if this is done correctly. The instructor must provide
constructive and timely feedback on each completed quiz.
UDL: The assessment addresses multiple means of representation and engagement. The
learners will have the option of completing the quiz as a word document or answering the

Sarah Penn
FRIT 7739 F2F Staff Development
questions by creating a presentation with a Web 2.0 tool. The assessment requires learners to
address the learning objectives.
Lesson 5: Assigning a Grade to Submitted Assignments
Assessment: Learners will complete a quiz covering how to assign a grade to a submitted
assignment within Google Classroom. The learner must list the steps involved in assigning a
grade to a submitted assignment and will be graded according to if this is done correctly. The
instructor must provide constructive and timely feedback on each completed quiz.
UDL: The assessment addresses multiple means of representation and engagement. The
learners will have the option of completing the quiz as a word document or answering the
questions by creating a presentation with a Web 2.0 tool. The assessment requires learners to
address the learning objectives.

Part VI: Content Sequencing and Instructional Strategies

Sequence
1
2
3
4
5

Description
Accessing Google Classroom
Inviting Students to Google Classroom
Creating Assignments
Adding Course Materials and Content
Assigning a Grade to Submitted Assignments

Objective
1
2
3
4
5

The strategy I used for sequencing the content was learning-related. I felt the instruction would
be best delivered using the five concepts of the learning-related strategy: identifiable
prerequisite, familiarity, difficulty, interest, and development. The first lesson starts out by
having the learner access Google Classroom. Then, learners will play around with both methods
of how to invite students to the Classroom (familiarity). After accomplishing the second lesson,
learners will select assignments of their choice (interest) to add to the classroom. The fourth
lesson will consist of adding course materials and content for the students to access (difficulty).
Finally, in the fifth lesson, learners will assign grades to submitted assignments using all the
information they gained throughout the workshop (development).

Sarah Penn
FRIT 7739 F2F Staff Development
Lesson 1: Accessing Google Classroom
1: To access Google Classroom
1A. To explain how to access Google Classroom by linking directly to the website,
www.classroom.google.com
1B. To demonstrate how to access Google Classroom by going to the Google Apps store and
installing Classroom
1C. Explain how to create a class once accessing Google Classroom.
Initial Presentation: Present the screenshot of different platforms of Google Classroom via
website and the Google Apps store. (It will help in better understanding what Google
Classroom looks like and deciding which one is preferred.)
Generative Strategy: As the instructor of Google Classroom provides comments on each
screen shot of installing Google Classroom, teachers will understand the way of the initial access
to Google Classroom (allowing teachers to easily follow the directions).
Lesson 2: Inviting Students to Google Classroom
2: To invite students and communicate freely in Google Classroom
2A. To explain how to invite students to the classroom using the Class Code feature
2B. To demonstrate how to invite students to the classroom using the Student Invite feature
2C. To apply either the Class Code or Student Invite feature and invite students to the
classroom
Initial Presentation: Include a video clip recorded by two students who have experienced
joining a Google Classroom. They will explain how they joined the Google Classroom. (It
helps teachers consider students perspectives of signing up for the Google Classroom.)
Generative Strategy: As the instructor of Google Classroom provides comments on each
screen shot of inviting students to Google Classroom, teachers will understand the way of doing
it for Google Classroom. (Allow teachers to easily follow the direction.)
Lesson 3: Creating an Assignment
3: To create assignments for students
3A. To demonstrate how to create an assignment using the Stream Assignment feature
3B. To create an assignment using the Stream Assignment feature

Sarah Penn
FRIT 7739 F2F Staff Development
Initial Presentation: Present some slides to the teachers regarding assignment postings under
Stream and the way of linking posts to the actual assignment pages. (This gives necessary
information to create an assignment.)
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.
(This helps teachers apply the skill for their own purpose.)
Lesson 4: Adding Course Materials and Content
4: To add course material and content for student access
4A. To explain how to add course material and content using the About Add Materials
feature
4B. To apply the About Add Materials feature and add course materials and content to a class
Initial Presentation: Present some slides to the teachers with regard to upload or create course
materials under About-Add Materials. (This gives necessary information to upload/create
course materials.)
Generative Strategy: Ask teachers to upload/create course materials using Google Doc or
existing documents to Google classroom. (This helps teachers apply the skill for their own
purpose.)
Lesson 5: Assigning a Grade to Submitted Assignments
5: To grade assignments in Google Classroom
5A. To demonstrate how to assign a grade to a students submitted assignment using the Stream
Assignment Done Grade feature
Initial Presentation: Present some slides to the teachers regarding grading under Stream
Assignment Done Grade in Google Classroom. (This gives necessary information to grade
students works.)
Generative Strategy: Ask teachers to set up automatic or manual grading functions in Google
Classroom. (This helps teachers apply the skill for their own purpose.)

Sarah Penn
FRIT 7739 F2F Staff Development
Part VII: Design of Instruction
Instructional
Strategies

Goals

Objectives

UDL

Assessments

Lesson 1:
The learner will watch a
video about Google
Classroom and how to
access it. They will then
answer questions about the
major reasons why teachers
use it in their classrooms.
Instructional Strategy:
Fact/Recall &
Fact/Application
Lesson 2:
The learner will watch a
video about how to invite
students to Google
Classroom and then
complete the task in their
own Google Classroom
account.
Instructional Strategy:
Concept/Recall &
Procedure/Application

Access Google
Classroom, create
a class and
explain how it
transforms the
traditional,
lecture-based
classroom into a
modern learning
environment.

1: Teachers will be able to access

Google Classroom and create a class.
1A. Explain how to access Google
Classroom by linking directly to the
website, www.classroom.google.com.
1B.Demonstrate how to access Google
Classroom by going to the Google
Apps store and installing Classroom.
1C. Explain how to create a class once
accessing Google Classroom.

Learners are provided

multiple means of
representation and
engagement.

Complete a Quiz
covering how to
access Google
Classroom and why
teachers are using it
in their classrooms.

Identify the
different features
to invite students
to Google
Classroom and
explain how it
allows free
communication
between both
teachers and
students.

Learners are provided

multiple means of
representation and
engagement.

Complete a
Quiz/Presentation
covering how to
invite students to
Google Classroom.
The learner must list
the steps involved in
inviting students.

Lesson 3:
The learners will watch a
video about how to create an
assignment in Google
Classroom and then
complete the task to their
own Google Classroom
account.
Instructional Strategy:
Concept/Recall &
Procedure/Application
Lesson 4:
The learners will watch a
video about how to add
course materials and content
in Google Classroom and
then complete the task to
their own Google Classroom
account.
Instructional Strategy:
Concept/Recall &
Procedure/Application
Lesson 5:
The learners will watch a
video about how to assign a
grade to a submitted
assignment in Google
Classroom and then
complete the task to their
own Google Classroom
account.
Instructional Strategy:
Concept/Recall &
Procedure/Application

Create
assignments for
the students and
identify how they
can enhance
differentiation
within the
classroom.

2: Teachers will be able to invite

students and communicate freely in
Google Classroom.
2A. Explain how to invite students to
the classroom using the Class Code
feature.
2B. Demonstrate how to invite students
to the classroom using the Student
Invite feature.
2C. Apply either the Class Code or
Student Invite feature and invite
students to the classroom.
3: Teachers will be able to create
assignments for students.
3A. Demonstrate how to create an
assignment using the Stream
Assignment feature.
3B. Create an assignment using the
Stream Assignment feature.

Learners are provided

multiple means of
representation and
engagement.

Complete a
Quiz/Presentation
covering how to
create an assignment
within Google
Classroom. The
learner must list the
steps involved in
creating an
assignment.

Implement the
Add Materials
feature to an
assignment in an
effort to enhance
differentiation
within the
classroom.

4: Teachers will be able to add course

material and content for student access.
4A. Explain how to add course material
and content using the About Add
Materials feature.
4B. Apply the About Add Materials
feature and add course materials and
content to a class.

Learners are provided

multiple means of
representation and
engagement.

Demonstrate how
to assign a grade
to a submitted
assignment to
allow the student
feedback on their
work.

5: Teachers will be able to grade

assignments in Google Classroom.
5A. Demonstrate how to assign a grade
to a students submitted assignment
using the Stream Assignment Done
Grade feature.

Learners are provided

multiple means of
representation and
engagement.

Complete a
Quiz/Presentation
covering how to add
course materials and
content within
Google Classroom.
The learner must list
the steps involved in
adding course
materials and
content.
Complete a
Quiz/Presentation
covering how to
assign a grade to a
submitted
assignment within
Google Classroom.
The learner must list
the steps involved in
assigning a grade to
a submitted
assignment.

Sarah Penn
FRIT 7739 F2F Staff Development
Part VIII: Formative Evaluation Plan
SME and Learner Evaluation
First, I will acquire my Subject Matter Experts opinion on the design of my instruction
through an individual interview. I felt collecting information through an interview rather than a
survey would lend maximum efficiency in improving the design of my instruction. When
conducting the interview, I plan to ask questions previously made, take detailed notes on
answers, and provide clarity to any confusion. I plan to gather data for the learner evaluation by
online surveys and by examining results of the assessments. I designed a user friendly online
survey that can be easily used by the learners. I provided an area within the survey where
learners could make suggestions, list dislikes, and offer improvements. The online surveys will
give me a detailed look into how the design of the instruction could be improved. Examining the
results of the assessments will be of assistance as I determined how closely the objectives,
learning goals, and assessments related.
Interview Questions for the SME
1. Do you think the identified problem could be solved through instruction? If not, why?
2. Have I developed a product that is appropriate for multiple levels of learners?
3. Do you agree I used the best practice method when conducting the task analysis? Should I
make any improvements on the organization?
4. Are the objectives of the program clearly defined? Are they measurable? Are they aligned
with the technology standards?
5. Is the content within the design aligned with the objectives and goals?
6. Are the assessments within the design aligned with the objectives and goals?
7. Is the content well organized? Could the sequencing of the content be improved upon?
8. Have I developed a product that is appropriate for multiple levels of learners?
9. Have I used a variety of instructional methods?
10. Were you able to follow along with the demonstrations?
11. What are some things you liked and didnt like about the program and materials?
12. What suggestions do you have for improving the program?

Sarah Penn
FRIT 7739 F2F Staff Development
Survey for the Learner
The survey below will be used to evaluate the learners view on overall experience with this
class.
1. What subject do you teach?
English
Math
Science
Social Studies
Other ________________________
2. Before attending "Welcome to 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
Strongly
Statements
Disagree
Agree
Disagree
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?

Sarah Penn
FRIT 7739 F2F Staff Development

After the interview with the SME and all of the online surveys have been completed, I will look
at the data using qualitative analysis to see what impressions the SME and the learners have of
the program. I will look at the data to see if there are any common responses to the questions.
This will tell me if I need to change anything about the program. I will also read all the
comments and consider any suggestions made by the SME and the students.