Part I: Identification of Learning Problem

General Audience

The primary audience consists of Laurens County sixth grade academy certified teachers of all

experience levels and all subjects who have classrooms that are 1:1 with Chrome devices. Each

classroom is also equipped with a desktop computer and a ClearTouch Interactive Panel.

Problem Identification

While direct instruction can be an important part of teaching at times, the majority of class time

should not be spent with the teacher simply talking at the front of the classroom. It is important

for students to be engaged in their learning by doing. Teachers now are responsible for finding

activities that they can use to guide their student’s learning while allowing the students to be

fully engaged in the lesson by doing activities, projects, games, puzzles, and more.

This year is the first year that the entire sixth grade academy has had a ClearTouch Panel in their

classroom. There were only four sixth grade teachers with a ClearTouch panel last year. None

of the teachers in our district have had their panels longer than two years. The panels have been

very well received! Teachers have been excited to have them because the picture and sound

quality are superb. The environment is also very familiar to them since it is based on an

integrated Windows PC. Despite the fact that they have taken to them quickly, the devices are

still being used as a teacher led instructional device.

I conducted a needs assessment where I suggested various hot topics that I knew teachers would

be interested in learning more about. As I suspected, the ClearTouch Panels where the most

requested topic with the Snowflake software specifically requested the most. The Snowflake

software is a piece of software that comes with the ClearTouch panel. This piece of software

allows the teacher to search and create interactive review games that the students can use at the

panel or on a device to review or learn new material. Snowflake also contains integrated lessons,

applications, and a very dynamic whiteboard space that allows teachers to curate their lessons

using web pages, videos, files, and more without leaving the whiteboard area. This piece of

software does an excellent job of helping the classroom become more dynamic and student

centered.

Instructional Goals

● Participants will be able to explain the characteristics of the Snowflake app and identify

the benefits of using engaging resources in the classroom.

● Participants will determine the benefits of using Canvas versus EasiNote.

● Participants will be able to log into Snow.live online and on their Interactive Panels.

● Participants will be able to find standards based interactive lessons that others have

created and learn how to implement these lessons in their classroom.

● Participants will be able to create interactive lessons and formative assessments that can

be used with students on their interactive panels.

● Participants will be able to assign a graded and ungraded assessment to their students.
 Part II: Learner Analysis

Introduction

The targeted group of learners are Laurens County educators that teach in sixth grade

classrooms. Each of these teachers have access to a cart of 30 chromebooks as well as a

ClearTouch interactive panel. There are 13 educators teaching sixth grade at the sixth grade

academy. There are eleven female teachers and two male teachers. One hundred percent of

West Laurens Sixth Grade Academy Teachers have 3+ years of experience. There are

currently 342 students enrolled with around 480 Chromebooks divided into carts throughout the

school. All 13 classrooms as well as 4 additional connections classrooms each have a

ClearTouch panel. This information was obtained from the district’s student information system

and the district Google administrator account.

Entry Skills and Prior Knowledge

Teachers should be able to:

● Navigate to the Windows side of the panel

● Log into the Windows environment using their Active Directory credentials

● Proficiently operate the board using “touch”

● Launch the on-screen keyboard

● Operate the board using the portable keyboard and mouse.

This information was obtained by reviewing the skills that most West Laurens Middle School

teachers are exhibiting in professional development as well as in their classrooms as they use

their boards. Since this piece of software is so new, I don’t think any of the teachers at this

location have begun using it.

Attitudes Toward Content & Academic Motivation

The majority of educators I spoke with are excited about the possibilities that the Snowflake has

to offer. They are interested in making their instruction student-centered they just do not yet

know what the Snowflake software has to offer. They acknowledge that engaging tools like this

could be beneficial, but many feel like it will a lot of time to set up, only to be useless when the

district starts pushing another tool later on.

Educational Ability Levels

All teachers at the Sixth Grade Academy possess adequate technology skills. Some are

leagues ahead in terms of the volume of tech resources they incorporate into instruction, but all

have the skills to increase their knowledge. This information is my opinion based on the

professional development I have conducted with them in the past.

General Learning Preferences

When it comes to learning new technology, the teachers that I spoke with usually preferred

direct instruction, however they didn’t always enjoy technology instruction as part of a group.

Some teachers feel like they get lost too easily when they are part of a group instruction. If

possible, they prefer one-on-one instruction. This of course, is not the most efficient way to train

staff, therefore I am hoping that good instruction delivered through an online module can be an

effective form of professional development for our teachers. Most educators that I spoke with

had goals that included increasing their use of technology.

Attitude Toward Education in General

The majority of the educators at the sixth grade academy enjoy their job. This is the first year

they have worked in this building with only this grade level, so there have been some challenges
but everything is going very well. They feel like they are making a difference and are excited to

be at work. Recent leadership changes are likely to have a positive impact on the district as a

whole. Our district CCRPI has indicated that we are on the right track. We had gains in all

academic areas since last year, and had the highest scores in our RESA district!

Group Characteristics

This is West Laurens Middle School’s / Sixth Grade Academy’s first year as a title I school.

Their students are 75% White, 22% African American, and 3% Hispanic. Educators are well

prepared as they are required to submit lesson plans every Friday and instructional coaches

review the plans and provide feedback. Of the 13 teachers in the Sixth Grade Academy Four

hold bachelor’s degrees and 8 have a master’s degree or higher. One of them has recently

obtained a degree in instructional technology. This information was taken from the district

student information system and the Georgia PSC.

 Part III: Task Analysis

Task Analysis

I conducted the task analysis using both a task analysis as well as a procedural analysis.

First I created a list of all of the topics that I needed to cover over Snowflake. Next I opened the

Snowflake software and created a procedural analysis of all of the steps necessary to use the

Snowflake software. It was essential for me to look at the live program at the same time

because it is so easy to miss something that is crucial to a teacher understanding a new

platform or not. Finally, I combined the task analysis and procedure analysis.

I feel like it is essential to connect the purpose of the tool as well as the benefits that the

tool can provide to the teachers classroom before beginning with the task procedures. If

teachers recognize the usefulness of a new tool to their classroom and realize that it is possible

to attain without a lot of extra steps, they tend to be more interested in trying the tool out in their

own classrooms. As with any new tool, teacher collaboration will go a long way in ensuring the

success of a new tool. When teachers feel like they have someone on their side to share with

them and help them stay on track, they would most likely be more confident continuing to learn.

Task Analysis Outline

I. Lesson 1: Discovering Snowflake - Introduce snowflake and get them excited about the

topic by having various lessons tailored to their grade level and subject areas up on all the

boards when they walk in.

A. Demonstrate how I opened the software and discuss how to close out of a lesson

and operate the software menu.

B. Menu Button
 1. Close App

2. Zones

3. Elementary/Secondary

II. Lesson 2: Apps

A. Talk about the “apps”. We live in an app based world so this program will feel

very familiar.

B. YouTube App

1. Importance of signing in using lcboe.info account

C. Canvas

1. Canvas Demonstration

a) Pen and Eraser Tool

b) Infinate Canvas Feature

c) Math Tools

d) Webpage Browser

e) Media Button

(1) Youtube Browser

(2) Media Browser

(a) Connect OneDrive, Google Drive, and DropBox

III. Lesson 3: Snow.Live and the Lessons App

A. Show the Lessons App on the panel and have teachers log in to Snow.Live on

their Chromebook.

1. Teacher login - login using google using @lcboe.info login credentials.

 2. Discuss the benefits of signing in on the panel.

a) Create lessons from home and they will be on the panel ready to

use.

B. Demonstrate how to search for lessons that have already been created focusing on

secondary content that would be relevant to my participants.

1. Point out how to Play, Like, and Favorite the lessons.

2. Provide time for them to explore.

IV. Create Your Own

A. Create a lesson

1. Demonstrate how easy it is to create a lesson.

2. Show lesson overview document

3. Provide time for them to create their own lesson.

B. Create a Poll

1. Demonstrate the poll feature

a) Have the teachers log in and participate in a poll.

2. Allow time to play with this feature.

V. Send A Lesson to Students

a. Create Class

i. Use the student’s ​firstmlastname@lcboe.info​. This needs to match their

chromebook login.

b. Discuss signing in on their interactive panel.

c. Create a poll using snow.live and discuss its value for formative assessment
Subject Matter Expert (SME)

I had the amazing opportunity over the summer to attend a four day ClearTouch

Academy Instructor Certification at the ClearTouch Headquarters in Greenville, South Carolina.

This was an amazing experience where I was able to learn from the region experts from multiple

areas of the country where they discussed training methods and all aspects of the ClearTouch

Panels.

Part IV: Instructional Objectives

Instructional Objective 1: Explain what Snowflake is how it can benefit the classroom.

1A: Be able to launch the app on the panel

1B: Describe the uses of the Snowflake Program.

Terminal Objective 2: Compare and contrast the benefits of using Canvas versus

Easinote.

Enabling Objectives

2A. Demonstrate knowledge of the whiteboard tools.

2B. Experiment with the tools available in Canvas.

2C. Determine the differences between the tools available in Canvas compared to Easinote.

Terminal Objective 3: Log in to Snow.Live and find standards based interactive Lessons.

Enabling Objectives
3A. Log into the platform and understand the differences between the lessons “app” and the

web-based application.

3B. Demonstrate the ability to find standards based precreated lessons that can be adapted for

use in the classroom.

Terminal Objective 4: Create interactive lessons and formative assessments using the

provided templates.

4A. Demonstrate the ability to edit a lesson to suit a teacher’s specific classroom needs.

4B. Demonstrate the ability to create a lesson using a template.

4C. Demonstrate the ability to create an assessment using the Poll feature within Snow.Live.

Terminal Objective 5: Assign graded and ungraded work to students.

5A: Observe how students log in to Snow.Live.

5B: Examine methods of obtaining lesson feedback.

 Part V: Development of Assessments

Instructional Goals Objectives UDL Assessments

Strategies

Lesson 1: Participants will be Objective 1: Explain Learners will be Pre-assessment

Discovering able to explain the what Snowflake is how given a choice of will be given
Snowflake characteristics of it can benefit the which panel they before they come
the Snowflake app classroom. would like to use to the training.
and identify the 1A: Be able to launch for the training. https://forms.gle/z
benefits of using the app on the panel Each panel will 3E2X14bndXAAv
engaging resources 1B: Describe the uses have a different vB6
in the classroom. of the Snowflake “lesson” designed
Program. for their grade Observation data
level and subject, will be gathered
open for them to as they walk in to
explore. determine which
teachers seem
comfortable with
the board and
which ones may
need more
assistance
throughout the
following lessons.

Lesson 2: Participants will Objective 2: Compare Learners are given The learning will
Snowflake determine the and contrast the a visual of the be assessed
Apps benefits of using benefits of using content to watch through the use
(Youtube & Canvas versus Canvas versus online as many of questioning
Canvas) EasiNote. Easinote. times as techniques as
2A. Demonstrate necessary as well well as
knowledge of the as a handout with observations
whiteboard tools. the steps listed. while practicing
2B. Experiment with the This addresses on their panel.
tools available in different learning
Canvas. speeds as well as
2C. Determine the modalities.
differences between
the tools available in
Canvas compared to
Easinote.
Lesson 3: Participants will be Objective 3: Log in to Learners are given The learner will
Explore able to log into Snow.Live and find concrete examples be assessed for
Snow.Live Snow.live online standards based to model. They understanding by
(Lessons App) and on their interactive Lessons. will practice practicing in a
Interactive Panels. 3A. Log into the logging in using quick poll to
platform and their own check for
Participants will be understand the usernames and learning. This
able to find differences between passwords so that poll will also
standards based the lessons “app” and they can begin to demo the next
interactive lessons the web-based utilize the tools tool.
that others have application. available. This
created and learn 3B. Demonstrate the optimizes the Poll URL:
how to implement ability to find standards learners relevance, https://ansr.it/poll/
these lessons in based precreated value, and d948aac93e8b35
their classroom. lessons that can be authenticity 41ea31730fde01f
adapted for use in the through the use of a62#
classroom. their own account
instead of a demo
account.

Lesson 4: Participants will be Create interactive Learners will The learner will
Create Your able to create lessons and formative practice editing or be assessed by
Own! interactive lessons assessments using the creating a lesson sharing out to the
and formative provided templates. from scratch over group what their
assessments that 4A. Demonstrate the a topic that is favorite resources
can be used with ability to edit a lesson relevant to their are from the ones
students on their to suit a teacher’s current or they have found
interactive panels. specific classroom upcoming so far.
needs. standards.
4B. Demonstrate the Learners are A timer will be
ability to create a optimizing used to keep
lesson using a relevance, value, track of explore
template. and authenticity time.
4C. Demonstrate the by developing
ability to create an their own
assessment using the resources..
Poll feature within
Snow.Live.

Lesson 5: Participants will be Objective 5: Assign Learners are given A final post
Send Lesson able to assign a graded and ungraded a visual of the assessment will
to Students graded and work to students. content to watch take place to
ungraded 5A: Observe how as many times as determine the
assessment to their students log in to necessary as well quality of the
students. Snow.Live. as a handout with learning.
the steps listed.
This addresses https://forms.gle/
5B: Examine methods different learning HGozfKPvve5TL
of obtaining lesson speeds as well as 2AZA
feedback. modalities.
Posting to the
discussion board
also gives learners
the opportunity to
see other’s
thoughts on the
topic.
Assessment Resources
Lesson 1: Pre-Assessment
The post assessment will be identical to the pre-assessment except for the first three

questions. All content questions will stay the same.

Assessments/UDL Principles:

Assessment: ​Pre-assessment
UDL Principles: ​Learners will be directed to a google chrome extension
called Google Read Write that can read the assessment to them if they are
more auditory learners.

Assessment​: Observation and Questioning

UDL Principles​: Prompts will be provided while questioning to encourage
conversation without singling out anyone who may not know the answers.

Assessment​: Poll
UDL Principles:​ Device specific assistance will be provided to participants
as they experiment with responding to the poll.
Assessment: ​The learner will be assessed for understanding by submitting
a file that he/she created to be used as a student assignment.
UDL Principles: ​An exemplar will be provided. Learners will be able to
choose the type of file they create so it can be as complex or as simple as
necessary in order to accomplish the goal of creating a student
assignment. Learners will be encouraged to develop an assignment they
would use with their actual students.

Assessment:​ Post Assessment

UDL Principles:​ Learners will be directed to a google chrome extension
called Google Read Write that can read the assessment to them if they are
more auditory learners.
 Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence

Sequence Description Objective

1 Explain what Snowflake is how it can benefit the classroom.  1

2 Compare and contrast the benefits of using Canvas versus Easinote. 2

3 Log in to Snow.Live and find standards based interactive Lessons.  3

4 Create interactive lessons and formative assessments using the  4

provided templates.

5 Assign graded and ungraded work to students.  5

This sequence is presented in a concept-related sequencing. Concept-related sequencing is

sequencing in regards to how we organize the world conceptually or logically. It begins by

looking at the logical prerequisite concepts first then moves to the next logical task in building

and utilizing the major components of the Snowflake software. Once these concepts are

established, the focus moves to the more abstract concept of applying the tools and resources

available to the standards the teachers is preparing to teach. Hands-on activities and concrete

examples give participants motivation and validation as they learn.

Lesson 1: Discovering Snowflake

Objective 1: Explain what Snowflake is how it can benefit the classroom.

1A: Be able to launch the app on the panel

1B: Describe the uses of the Snowflake Program.

Initial Presentation: Participants will be introduced to the topic of snowflake by definition as well

as by example. Participants will pair up when they enter the room to experiment with an

interactive lesson while they wait for the training to begin. Students would have had the

opportunity to participate in a pre-assessment sent via email before the training. They will be

asked to provide a nickname so that I can match up the pre-assessment results to the post

assessment results while keeping the data anonymous.

Generative Strategy: Participants will be questioned and observed as they work to determine

the level of confidence the learner is exhibiting with the board prior to the training. This will also

help me determine who may need more attention as they get started with the activities. A

discussion board will be used to gather “Ah-Ha” moments during the lesson.

https://padlet.com/michellej18/1ct64v3no8m5

Differentiation: Learners are being given a choice on which lesson and board they use.

They will also have the opportunity to choose who they will be working with while they

practice. This optimizes the individual’s choice and autonomy. Posting to the

discussion board also gives learners the opportunity to see other’s thoughts on the

topic.

Lesson 2: Snowflake Apps

Objective 2: Compare and contrast the benefits of using Canvas versus Easinote.

2A. Demonstrate knowledge of the whiteboard tools.

2B. Experiment with the tools available in Canvas.

2C. Determine the differences between the tools available in Canvas compared

to Easinote.
Initial Presentation: Participants will observe the instructor present the Snowflake program. The

focus for this lesson will be on using the tools within the Canvas app.

Generative Strategy: Following the demonstration of the tools. The participants will have the

opportunity to practice the same tools on their board so they get a feel of how to use the tool.

Differentiation: While the participants are practicing, the instructor will be walking around

the room, addressing additional questions and offering appropriate support. This

addresses different learning speeds.

Lesson 3: Explore Snow.Live

Objective 3: Log in to Snow.Live and find standards based interactive Lessons.

3A. Log into the platform and understand the differences between the lessons

“app” and the web-based application.

3B. Demonstrate the ability to find standards based precreated lessons that can

be adapted for use in the classroom.

Initial Presentation: Participants will be instructed to return to their seats and log into their

Chromebook. On their Chromebook they will practice logging in to Snow.live. They will receive

instructions on how to find lessons by topic, standard, and student age. Next they will search on

their own to find lessons they can use on an upcoming standard or topic in their classroom.

Generative Strategy: Participants will take a moment to think-pair-share with their neighbor by

showing off a lesson they found that was interesting.

Differentiation: Learners are given concrete examples to model, as well as help from

another learner.

Lesson 4: Create Your Own

Objective 4: Create interactive lessons and formative assessments using the provided

templates.

4A. Demonstrate the ability to edit a lesson to suit a teacher’s specific classroom

needs.

4B. Demonstrate the ability to create a lesson using a template.

4C. Demonstrate the ability to create an assessment using the Poll feature within

Snow.Live.

Initial Presentation: Participants will be shown how to edit an existing lesson. They will also

receive instruction on creating one from scratch. Next they will have the opportunity to play

around with creating their own template driven lesson.

Generative Strategy: Participants will participate in a quick poll to determine how well they are

grasping the topics. This will help the instructor determine if any topics need to be retaught. It

will also introduce the poll feature that the participants will then have the opportunity to practice

using.

Differentiation: ​ ​Learners will be designing activities that can be used in their own

classrooms. They will be participating in a poll designed to mimic a classroom formative

assessment (temperature check) This optimizes the learners relevance, value, and

authenticity through the development of their own resources.

Lesson 5: Assign Lessons to Students

Objective 5: Assign graded and ungraded work to students.

5A: Observe how students log in to Snow.Live.

5B: Examine methods of obtaining lesson feedback.

Motivational Strategy: Ask participants if this platform could get any better for creating activities.

Ask them, “What if you could then send this lesson to your students as a graded assignment?”

Initial Presentation: Participants will observe the steps used in creating a class and then sending

the lesson to their students either as a practice activity or scored assignment.

Generative Strategy: Participants will be encouraged to participate in practicing the steps

modeled by the instructor. Then they will be given a final post assessment and course

evaluation to complete.

Differentiation: Learners will be given the resources and additional videos they can

watch online as many times as necessary. This addresses different learning speeds as

well as modalities.
 Part VII: Design of Instruction

Instructional Goals Objectives UDL Assessments

Strategies

Lesson 1: Participants will be Objective 1: Explain Learners will be Pre-assessment

Discovering able to explain the what Snowflake is how given a choice of will be given
Snowflake characteristics of it can benefit the which panel they before they come
the Snowflake app classroom. would like to use to the training.
and identify the 1A: Be able to launch for the training. https://forms.gle/z
benefits of using the app on the panel Each panel will 3E2X14bndXAAv
engaging resources 1B: Describe the uses have a different vB6
in the classroom. of the Snowflake “lesson” designed
Program. for their grade Observation data
level and subject, will be gathered
open for them to as they walk in to
explore. determine which
teachers seem
comfortable with
the board and
which ones may
need more
assistance
throughout the
following lessons.

Lesson 2: Participants will Objective 2: Compare Learners are given The learning will
Snowflake determine the and contrast the a visual of the be assessed
Apps benefits of using benefits of using content to watch through the use
(Youtube & Canvas versus Canvas versus online as many of questioning
Canvas) EasiNote. Easinote. times as techniques as
2A. Demonstrate necessary as well well as
knowledge of the as a handout with observations
whiteboard tools. the steps listed. while practicing
2B. Experiment with the This addresses on their panel.
tools available in different learning
Canvas. speeds as well as
2C. Determine the modalities.
differences between
the tools available in
Canvas compared to
Easinote.
Lesson 3: Participants will be Objective 3: Log in to Learners are given The learner will
Explore able to log into Snow.Live and find concrete examples be assessed for
Snow.Live Snow.live online standards based to model. They understanding by
(Lessons App) and on their interactive Lessons. will practice practicing in a
Interactive Panels. 3A. Log into the logging in using quick poll to
platform and their own check for
Participants will be understand the usernames and learning. This
able to find differences between passwords so that poll will also
standards based the lessons “app” and they can begin to demo the next
interactive lessons the web-based utilize the tools tool.
that others have application. available. This
created and learn 3B. Demonstrate the optimizes the Poll URL:
how to implement ability to find standards learners relevance, https://ansr.it/poll/
these lessons in based precreated value, and d948aac93e8b35
their classroom. lessons that can be authenticity 41ea31730fde01f
adapted for use in the through the use of a62#
classroom. their own account
instead of a demo
account.

Lesson 4: Participants will be Create interactive Learners will The learner will
Create Your able to create lessons and formative practice editing or be assessed by
Own! interactive lessons assessments using the creating a lesson sharing out to the
and formative provided templates. from scratch over group what their
assessments that 4A. Demonstrate the a topic that is favorite resources
can be used with ability to edit a lesson relevant to their are from the ones
students on their to suit a teacher’s current or they have found
interactive panels. specific classroom upcoming so far.
needs. standards.
4B. Demonstrate the Learners are A timer will be
ability to create a optimizing used to keep
lesson using a relevance, value, track of explore
template. and authenticity time.
4C. Demonstrate the by developing
ability to create an their own
assessment using the resources..
Poll feature within
Snow.Live.

Lesson 5: Participants will be Objective 5: Assign Learners are given A final post
Send Lesson able to assign a graded and ungraded a visual of the assessment will
to Students graded and work to students. content to watch take place to
ungraded 5A: Observe how as many times as determine the
assessment to their students log in to necessary as well quality of the
students. Snow.Live. as a handout with learning.
the steps listed.
This addresses https://forms.gle/
5B: Examine methods different learning HGozfKPvve5TL
of obtaining lesson speeds as well as 2AZA
feedback. modalities.
Posting to the
discussion board
also gives learners
the opportunity to
see other’s
thoughts on the
topic.
 Part VIII: Formative Evaluation Plan

I will collect learner evaluations of my online module using Google Forms after my

learners have completed the course. I would ensure that the participants understand that the

survey is anonymous and data will be used only to guide my instruction in the future.

Participants would also be asked to provide formative evaluation information on the course as

they complete the tasks. They would be asked to provide any feedback or concerns throughout

the program.

Rate the following statements based on how strongly you agree or disagree.

O strongly agree O agree O neutral O disagree O strongly disagree

1. The information provided was easy to understand.

O strongly agree O agree O neutral O disagree O strongly disagree

2. The instructor provided plenty of support materials to meet my needs.

O strongly agree O agree O neutral O disagree O strongly disagree

3. The information presented was relevant to my classroom.

O strongly agree O agree O neutral O disagree O strongly disagree

4. I plan to use what I have learned in my classroom throughout the rest of the year.

O strongly agree O agree O neutral O disagree O strongly disagree

 5. The tasks were beneficial.

O strongly agree O agree O neutral O disagree O strongly disagree

6. The instructor provided examples and modeled software use in a way that I could

replicate and understand.

O strongly agree O agree O neutral O disagree O strongly disagree

7. I am excited to share this information with other teachers.

O strongly agree O agree O neutral O disagree O strongly disagree

8. I currently teach….

(Select all that apply)

O Math O Science O Social Studies O ELA

9. Before completing the course, how would you rate your knowledge of Snowflake?

(With 1 being no knowledge at all and 10 being Expert) _______________

10. How would you rate yourself after completing this module? ______________________

Additional Comments/Recommendations: __________________________________________

____________________________________________________________________________

____________________________________________________________________________