Running Head: CLINICAL FIELD EXPERIENCE D 1

Part 1: Evaluate and Revise

Based on the feedback that I received, I would like to revise my lesson plan for future

professional developments on using breakout rooms. The assessment was great about informing

me of what went well and what did not for my professional development with teachers citing that

they could successfully use breakout rooms, but students struggled to participate and get true

discussion going. It told me that while teachers had learned a great deal about the tool that we

were using, more was needed. When used in the classroom, while teachers could effectively use

it, students struggled with trying to get their classmates participating so work could be done.

Without the teacher there to guide when and how they needed to answer and share work,

conversations for students fell flat and not much got done. I believe that participation could be

improved by making and discussing clear expectations and setting roles in each group, just like

you would when having students work in groups in person. In an effort to remind and encourage

this with teachers, I would like to revise my lesson plan to get teachers thinking along these

lines. After teachers learn how and are given a chance to practice using breakout rooms, I would

like to reconvene with teachers to discuss expectations and group roles with teachers. If the size

of the group in the professional development is large enough, I would even use breakout rooms

to get them discussing this in small groups to see more clearly what would be needed for

students to understand the expectations. Getting teachers thinking and planning for this could

increase student understanding of expectations and engagement. While I am sure it will not fix

everything, it could improve the experience for both teachers and students.
 Clinical Field Experience D
Professional Learning Programs Implementation Plan
Academic Technology -Based Learning Programs and Technology-
Calendar Driven Professional Development
Months
August  Title: Pear Deck Basics
 Description: Teachers will learn the basics of
using Pear Deck. They will create a from scratch
using the Pear Deck add on, creating their own
interactive questions using one or more of the five
question types and adding a website directly on
their presentation for students to see without the
need to navigate away from the presentation.
 ISTE-T Alignment: (ISTE-T, 2020)
o 1A: Set professional learning goals to
explore and apply pedagogical approaches
made possible by technology and reflect
on their effectiveness
o 5B: design authentic learning activities
that align with content area standards and
use digital tools and resources to
maximize active, deep learning.
 Targeted Faculty and Rationale: Targeted staff
are 4-8th grade teachers. This is for teachers of
students that have issues with participation and
interaction during online meetings, helping
increase engagement and participation.
Septembe  Title: Pear Deck Templates for Office 365
Adult Learning Theories
In Knowles’ adult learning
theory, he says that adults
are interested in learning
about things that impact
them directly (Smith,
2002). This training is one
of the top three answers
from my most recent needs
assessment survey.
Teachers wanted to know
and learn more about this
tool using hands-on
methods so teachers will be
expected to come into the
professional development
with a plan of how they
want to use Pear Deck.
Teachers will be making
their presentations that they
will use during this
planned lesson as they
learn how to create the
questions they want to use.
Knowles’ learning theory
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Digital Age Best Practices
 Teaching: Teachers will learn best
practices in teaching by learning
how to leverage technology to bring
engagement and participation up.
They will learn features that can
help start discussion between
students and get answers from
students that do not normally
answer questions.
 Learning: As teachers actively
engage in making their own
presentation that is centered on
their own subject and class, they
will be involved in the learning
process, able to demonstrate the
benefits of active engagement in the
classroom.
 Assessment: Teachers will see and
use Pear Deck to answer questions
that include something that they
learned, questions they still have,
and what they want to know more
about. This demonstrates how Pear
Deck can be used as an assessment
with students.
 Teaching: There are many ideas,
 Clinical Field Experience D 3

r  Description: There are many Pear Deck
templates that are useful and visually appealing
for nearly all subject levels. Office 365 does not
make it simple to use them, so this PD will be
focused on exploring these templates and making
it so they can use the templates in their own
presentations.
 ISTE-T Alignment: (ISTE-T, 2020)
o 1A: set professional learning goals to
explore and apply pedagogical approaches
made possible by technology and reflect
on their effectiveness
o 5B: design authentic learning activities
that align with content area standards and
use digital tools and resources to
maximize active, deep learning.
 Targeted Faculty and Rationale: This is for
teachers that are more experienced with Pear
Deck and have used at least one Pear Deck in
their class. While the templates are nice, it is not a
simple process to be able to use them in Office
365. Beginners are more likely to say it is too
much work and not use Pear Deck at all if this is
their first experience.
October  Title: Pear Deck Specials
 Description: Teachers will be learning more
on andragogy states that
adults have and need a
readiness and motivation to
learn (Smith, 2020).
Teachers will need some
experience with Pear Deck
so they are ready to learn
and have a motivation to
go through the
complications of working
with Microsoft to get the
desired results. Only with
this readiness and
motivation will teachers be
willing to learn how to use
the great ideas and
question formats that can
be found in the templates.
Adults that are learning
need to have experience to
fun visuals, and subject specific
questions that can be used to
enhance teaching in the templates.
These questions can support
learning and assess student
knowledge, improving teaching
practices in real time. There are
also a large number of social-
emotional questions that help
teachers find the root of the
problem for students as they learn.
These templates can get to the root
of the problem instead of focusing
on the results.
 Learning: Learning is best done
with small groups who are focused
on the same goal. This training will
be done with small content area
groups so we can focus on the
needs of teachers. This also helps
teachers experience cooperative
groups that they can transfer into
their own teaching.
 Assessment: Teachers will again
experience the use of Pear Deck as
an exit ticket as they share a
template that they liked and what
they would like to learn more
about.
 Teaching: Teachers will discuss
different sites that they have used
 Clinical Field Experience D
advanced features of Pear Deck. They will be
learning how to insert audio, embed websites like
Flipgrid and use flashcard factory to create
flashcards from scratch or from Quizlet Live.
 ISTE-T Alignment: (ISTE-T, 2020)
o 1A: set professional learning goals to
explore and apply pedagogical approaches
made possible by technology and reflect
on their effectiveness
o 5B: design authentic learning activities
that align with content area standards and
use digital tools and resources to
maximize active, deep learning.
o 7A: Provide alternative ways for students
to demonstrate competency and reflect on
their learning using technology
 Targeted Faculty and Rationale: This
professional development is targeted towards
teachers with a basic knowledge of Pear Deck and
a willingness to use alternative technology
assessment. More advanced features will be the
focus as teachers embed other websites into the
presentation and use Pear Deck to make
flashcards.
November  Title: Flipgrid
 Description: Teachers will learn the ins and outs
of Flipgrid. They will make an introduction video
that students can react to with their own videos,
make assignments, and learn about different
features and restrictions they can use for their
own classes.
 ISTE-T Alignment:
make use of as a resources
as they learn (Smith,
2002). This training is for
teachers that have
experience with both Pear
Deck and with other sites
such as Flipgrid, Padlet, or
Kahoot. This session will
be about combining this
knowledge to put
everything the student
needs into one place. They
will be building on their
experiences and prior work
to make their class a
technology rich
environment.
Social constructivism
states that learning should
be an approach where a
social group build
knowledge for and with
each other, creating a
culture of shared artefacts
with shared meaning
(Science Direct, 2021). As
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for alternative assessments. They
will build their toolbox of
knowledge as they collaborate with
others and incorporate their
knowledge with the capabilities of
Pear Deck, including embedded
links and multiple types of media.
 Learning: One of the best practices
for learning is using multiple
resources, medias, and formats to
improve media literacy. Students
will gain experiences in these areas
as they go trough these media rich
Pear Decks.
 Assessment: Teachers will be
using multiple avenues of
assessment as they include different
tools and sites into their Pear
Decks. This wide variety of
assessments that can be used with
Pear Deck will be good for teachers
to differentiate and gather needed
data on students.
 Teaching: Teachers will be gaining
and using best practices in teaching
as they learn and use Flipgrid. This
will provide a way for students to
learn from each other. Students can
learn and construct knowledge from
multiple sources as they listen and
 Clinical Field Experience D
o 5aUse technology to create, adapt
and personalize learning experiences that
foster independent learning and
accommodate learner differences and
needs.
o 6D Model and nurture creativity and
creative expression to communicate ideas,
knowledge or connections.
 Targeted Faculty and Rationale: Any teachers
that are interested can join, although this will be
mostly directed to older students that are mature
and can uphold a mature discussion using video
answers.
December  Title: Mentimeter
 Description: After teachers have had time to
really use and get used to Pear Deck, seeing
benefits and drawbacks of its use, teachers will be
learning and experiencing an alternative
interactive presentation program. Teachers will
learn how to use live polls, quizzes, word clouds,
questioning, and fun engagement features to make
a different type of interactive presentation.
 ISTE-T Alignment:
o 1A: Set professional learning goals to
explore and apply pedagogical approaches
made possible by technology and reflect
on their effectiveness
o 5B: design authentic learning activities
teachers learn about and
share their experiences
with using Flipgrid, they
are learning together and
creating artifacts. Using
this tool, students will be
doing the same thing.
Students will discuss and
collaborate with each other
as they collaborate and
create artifacts that
demonstrate their
understanding.
In the theory of andragogy,
adults should have
experience and an
orientation to learning
(Smith, 2002). Teachers
have had a chance to gain
experience with a tool they
learned earlier in the year
and have see both the good
and the bad of it. From
there we can try alternative
avenues that they might be
better suited to them and
are ready and able to try a
different program to test
out its capabilities.
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reply to their peers.
 Learning: Teachers will get to use
Flipgrid by going through hands-on
practice of using the tool
 Assessment: Best practices in
assessment will be learned as
teachers use Flipgrid themselves to
share something they have learned
and something they liked about this
tool. By using this tool, teachers
will expand on the types of
assessments that students can use,
making and using alternative
assessments to give students the
best chance of showing their
knowledge.
 Teaching: Teachers will learn best
practices in teaching by learning
how to leverage technology to bring
engagement and participation up.
They will learn about programs that
can do some of the same things as
Pear Deck but with a slightly
different format. We will be
building up their toolbox of
technology, allowing teachers to
pick and choose the right tool to
achieve their goals.
 Learning: As teachers actively
engage in making their own
presentation that is centered on
their own subject and class, they
 Clinical Field Experience D
that align with content area standards and
use digital tools and resources to
maximize active, deep learning.
o 7A: Provide alternative ways for students
to demonstrate competency and reflect on
their learning using technology.
 Targeted Faculty and Rationale: This will be a
tour and quick session of the basics of an
alternative presentation tool. As such, all teachers
are welcome.
January  Title: HyperDoc Learning
 Description: Part of the needs assessment survey
teachers were given expressed that teachers would
like to leverage technology to drive learning. One
way that teachers will learn how to do this is to
use the programs already at our fingertips: Word
Online. Here teachers will see how to create a
HyperDoc that can be given to students as a part
of their learning cycle. Two teachers that have
already used HyperDocs will be invited to share
their experiences and how they laid out
instruction when using this method.
 ISTE-T Alignment
o 5A Use technology to create, adapt
and personalize learning experiences that
foster independent learning and
accommodate learner differences and
needs.
o 6A Foster a culture where students take
ownership of their learning goals and
In Knowles’ adult learning
theory, he says that adults
are interested in learning
about things that impact
them directly (Smith,
2002). In this professional
development, teachers will
see what a HyperDoc is
and what goes into creating
one. Due to teachers
wanting hands-on learning,
teachers will be asked to
bring digital copies and
links for a unit they have
already completed. They
will use this to create a
HyperDoc that they can
use in the future.
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will be involved in the learning
process, able to demonstrate the
benefits of active engagement in the
classroom.
 Assessment: Teachers will see
what types of data Mentimeter can
gather to assess learning. They will
see different ways to see and assess
what their students know.
 Teaching: While there is a lot of
front work, using HyperDocs can
make teaching much easier on a
teacher in the long run. Teaching
can be more individualized and
differentiated when everything is
already put together and waiting. It
can also easily incorporate
gamification to motivate students to
complete each level.
 Learning: HyperDocs can allow
students to learn at their own pace,
helping them take control of their
own learning. Teachers become
facilitators that can help with those
that struggle and let those that excel
move on.
 Assessment: Assessments when
using HyperDocs becomes more of
a gateway students must pass
before moving on to the next level.
 Clinical Field Experience D
outcomes in both independent and group
settings.
o 7B Provide alternative ways for students
to demonstrate competency and reflect on
their learning using technology.
 Targeted Faculty and Rationale
February  Title: Breakout Rooms in Teams
 Description: Teachers will learn how to use
breakout rooms in Teams to get students working
in small groups. They will learn what the teachers
and the student perspectives are when in breakout
rooms. We will also take some time to discuss
procedures, expectations, and roles that students
should be made aware of before using breakout
rooms.
 ISTE-T Alignment:
o 3A Create experiences for learners
to make positive, socially responsible
contributions and exhibit empathetic
behavior online that build relationships
and community.
o 5C Explore and apply instructional design
principles to create innovative digital
learning environments that engage and
support learning.
 Targeted Faculty and Rationale: Teachers that
like having students work in groups will be
invited, and any others that would like to try this
method. This will mostly be targeted toward 3-8th
grade teachers.
In Knowles’ adult learning
theory, he says that adults
are learn better and quicker
when they are motivated to
learn (Smith, 2002). With
the change of times,
teachers need to know how
to use technology to teach
students from a distance.
With the current outlook of
there being a chance of
continuing hybrid teaching,
teachers that want to use
groups as they are teaching
will be the main group that
learn how to use breakout
rooms. These teachers have
the motivation and prior
knowledge of best
practices for using group
work and continuing to use
it in an online environment.
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Due to this and the nature of
HyperDocs, assessments can be
varied. Games can be incorporated
and other platforms that can auto-
grade students can be used.
 Teaching: Teachers will be gaining
and using best practices in teaching
as they learn how to get students
working in small groups in an
online environment. This will
provide a way for students to learn
from each other. A culture and
student focus can greatly improve
teaching practice.
 Learning: Best practices for
learning include getting students to
become teachers and tutors for each
other, allowing learning to cement
and alternate explanations to come
from peers. Working in small
groups helps the become possible in
an online environment. Students
will be able to gather knowledge
and viewpoints from their peers as
they discuss what they are learning.
 Assessment: Teachers will work on
best practices for assessment as
they reconvene from their small
groups and share what they
discussed in their groups.
 Clinical Field Experience D 8

March  Title: Edpuzzle In Knowles’ adult learning  Teaching: Teachers will learn best
 Description: We will continue our learning of theory, he says that adults practices of teaching by using this
tools to drive instruction with learning how to use are interested in learning tool as they teach their students.
Edpuzzle including the types of questions that can about things that impact Videos are a great resource for
them directly (Smith, teachers. Edpuzzle allows teachers
be used, how to insert them in a video, and how to
2002). Edpuzzle is a way
assign it to students. to use these videos and add in their
to get students watching an
 ISTE-T Alignment: own questions to check for
educational video and
o 5B Design authentic learning actually pay attention to understanding and engagement in
activities that align with content area what’s happening as they the video.
standards and use digital tools and answer questions about  Learning: Teachers will use best
resources to maximize active, deep what they have watched. practices in learning as they use an
learning. Teachers always want alternate form of delivery to their
o 7B Use technology to design and more engagement, and students. They can find and use
implement a variety with Edpuzzle they can videos that read, demonstrate, sing,
easily see levels of or some other method of teaching
of formative and summative assessments
engagement with their the viewers a concept, idea, or
that accommodate learner needs, provide
students. method.
timely feedback to students and inform
instruction.  Assessment: This tool is a great
 Targeted Faculty and Rationale: All teachers alternative assessment that grades
will be encouraged to come and learn about questions and presents results
EdPuzzle. Any video can be used, from primary immediately. When looking more
videos to more advanced videos from YouTube or deeply, teachers can check for level
Khan Academy. Thus, all teachers can benefit of engagement with the video
from using this tool.
April  Title: Popplet In Knowles’ adult learning  Teaching Teachers will use best
 Description: As we work toward using theory, he says that adults practices of teaching by using this
technology to drive instruction, teachers will learn are interested in learning tool to help teach concepts to
of a program to help make a concept map. about things that impact students. It is digital so it can be
them directly (Smith, accessed anywhere and any time. It
 ISTE-T Alignment:
2002). This professional
o 5A Use technology to create, adapt is also very visual, making it easier
development will be for
and personalize learning experiences that for students to connect concepts
 Clinical Field Experience D
foster independent learning and
accommodate learner differences and
needs.
o 5B Design authentic learning
activities that align with content area
standards and use digital tools and
resources to maximize active, deep
learning.
o 6D Model and nurture creativity and
creative expression to communicate ideas,
knowledge or connections.
 Targeted Faculty and Rationale: Targeted
faculty includes younger students and those that
teach ELA.
May  Title: Gimkit
 Description: With the closing of the year,
students need more to keep them interested in
what they are learning. Gimkit is a great tool to
keep students interested, much like Kahoot.
Teachers will learn about Gimkit and it’s
capabilities and functions. They will make a
Gimkit that can be used in their classrooms and
learn about the different bonuses and upgrades
students can get to keep them interested and
engaged in this assessment tool.
 ISTE-T Alignment:
o 3A Create experiences for learners
to make positive, socially responsible
those teachers that use
concept maps in their
classrooms. The digital and
visual format of Popplet
helps with memory and
learning of the concepts
that students are learning.
In Knowles’ adult learning
theory, he says that adults
are learn better and quicker
when they are motivated to
learn (Smith, 2002). By
this time of the year,
students are getting
squirrely and oftentimes
need more to get them to
continue engaging in their
learning. Gimkit is fun for
students as they compete or
work together to reach a
goal simply by answering
questions. This can
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and remember what they are
learning.
 Learning: Popplet are useful for
students in seeing the big picture
which can then break down and
chunk the information into good
sized pieces. They can also help
students see the connections
between different topics.
 Assessment: This alternative form
of assessment can provide
information about a student’s
comprehension of a concept. The
use of rubrics and sites for creating
them will also be discussed,
allowing for a more fair evaluation
of students.
 Teaching: Gimkit is great for
brining up student engagement.
Teachers that use this tool will be
using best practices as they get
students involved and interested in
what they are doing.
 Learning: Teachers will be
learning best practices for learning
as they combine different tools to
make setting up a Gimkit easier.
Questions used in Quizlet Live can
be easily transferred into Gimkit to
be used. The combination of thess
tools gets students the exposure to
 Clinical Field Experience D
contributions and exhibit empathetic
behavior online that build relationships
and community.
o 7A Provide alternative ways for students
to demonstrate competency and reflect on
their learning using technology.
 Targeted Faculty and Rationale: The targeted
faculty will be those that have students that can
read well. The questions in Gimkit must be typed
so students will need to be able to read.
Otherwise, most all students enjoy the
competition and ability to use upgrades to
improve their scores.
motivate teachers to learn
to use this tool to continue
to engage students as they
are being assessed.
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the same questions and concepts
that they need to remember.
 Assessment: As a final alternative
assessment that teachers will be
learning this year, Gimkit provides
a way to assess student learning as
they answer questions without
realizing that they are even being
assessed. Gimkit stores student
scores and questions that they
answer right and wrong. This
information can be downloaded and
looked at by the teacher to help
plan for next stops in their learning.
Clinical Field Experience D 11

References

ISTE-T (2020). ISTE standards for educators. Retrieved from

https://www.iste.org/standards/for-educators

Science Direct (2021). Social Constructivism. Retrieved from

https://www.sciencedirect.com/topics/psychology/social-constructivism

Smith, M. (2002). Malcom Knowles, informal adult education, self-direction and andragogy.

Retrieved from https://infed.org/malcolm-knowles-informal-adult-education-self-

direction-and-andragogy/?utm_campaign=elearningindustry.com&utm_source=%2Fthe-

adult-learning-theory-andragogy-of-malcolm-knowles&utm_medium=link