Running head: REPORT I, II, III 1

Report I, II, III

Quidaysha Ogletree

Georgia Southern University

FRIT 7231

Dr. Hollandsworth

November 28, 2020

Running head: REPORT I, II, III 2
REPORT I, II, III 3

Report I

Problem Analysis

1.1 What is your system of interest?

I currently teach 3rd grade at Wells Elementary School in Macon, GA. When COVID-19
spread rapidly in March, my school unexpectedly closed and was moved to virtual. Since then,
Microsoft Teams has become an important tool for student learning. However, a learning gap
exists because most of my students are unable to log in and navigate basic functions. I will teach
my students the required technology skills needed to utilize Microsoft Teams.

1.2 What are the sub-systems?

The abilities of the students

My class consists of 16 students. I have 3 students who are advanced in their technology
skills. They can independently complete and turn in assignments on Microsoft Teams. The other
13 students need my support. My desire is that all students will be able to independently
complete assignments on Microsoft Teams.

The prior knowledge of the students

3 out of 16 students were introduced to Microsoft Teams in 2nd grade. The rest of my
class used another digital learning program. They have no previous experience with Microsoft
Teams.

Resources available

Each student has their own Google Chromebook for classroom use. They were given
login cards with their individual usernames and passwords.

1.3 What symptoms drew your attention to this system of interest?

REPORT I, II, III 4

During the first week of school, I observed students while logging on their computers.
Most the students struggled putting in their usernames and passwords.

Front-End Analysis

2.1 Are there any performance gaps involved in this problem that justify a learning

intervention?

Is there a performance gap?

YES
Can students complete and turn in
assignments on Microsoft Teams?
Provide information to students about
Microsoft Teams
Model how to access the basic
functions of Microsoft Teams
Offer support to students who need
assistance
NO
Ask the following
Does the student have a growth
mindset for using Teams?
Does the student know how to access
basic computer functions without
assistance?
Does the student independently
complete and turn in assignments on
Teams?

Needs Assessment
3.1 Optimals
3.1.1 What information and data would you collect?
I will observe students who log on into the virtual classroom in Microsoft Teams then
complete and turn in an assignment.
3.1.2 How would you collect that information and data?
REPORT I, II, III 5

I will create a spreadsheet to document the observation results.

3.2 Actuals
3.2.1 What information and data would you collect?
I will observe students logging onto Microsoft Teams. I will give additional support with
providing their correct login information and steps to navigating Microsoft Teams.
3.2.2 How would you collect that information and data?
I will make a checklist spreadsheet with a list of my students’ names. If they have
mastered logging on, going to the virtual classroom, completing the assignment and turning it in,
I will put a check by their name. After a check is by their name, they will need no additional
support and their goal is met.

3.3 What are the discrepancies between the current (actual) and desired (optimal) state?
The absence of actual assignments are a discrepancy. I create mock assignments to teach
them how to complete assignments on Teams.

3.4 What priorities can you assign to the identified discrepancies or goals?
I create assignments that look similar to the real assignments to minimize any actual
difficulties.

3.5 Preparing a Learning Goal Statement

3.5.1 The goal is for each student to be able to log into Microsoft Teams and upload assignments
independently.
 Learning Outcomes
REPORT I, II, III 6

3.5.2

Program: Microsoft Office 365

Date: September 2020 Instructor(s): Quidaysha Ogletree

LEARNING GOAL MEASUREMENT

To show students how to use Microsoft Teams in the classroom for a Class Evaluation………….. _ __
technology enhanced learning experience.
Performance
Condition Performance Test………… _Criterion
X_
(tasks to perform goal) On-the-Job Follow-Up……. _ _
(learning environment) (restrictions, tools)
ROI Effect………………… ____
Intellectual
Skills Cognitive Verbal Motor Attitude
Strategies Informatio Skills
n

Classroom X X Display
PowerPoint
Provide information with
to students about information
Microsoft Teams. on Microsoft
Teams

Develop a growth Classroom X Exploring

mindset for using Microsoft
Microsoft Teams. Teams

Learns how to sign Classroom X X Student

into their Microsoft Laptop
Teams digital
classroom.

Classroom X X Student
Laptop
Learns how to edit
and turn in an
assignment on
Microsoft Teams.
 REPORT I, II, III 7

Demonstrates how to Classroom X X X Student

sign in, edit and turn Laptop
in an assignment
using Microsoft
Teams.

Instructional Analysis
4.1 Goal Analysis

4.1.1 What is the domain classification and type of learning (or type and level of learned
capability) for your problem?

The domain for the problem presented is classified as psychomotor skills. When
navigating through Microsoft Teams, students are using both mental and physical activity. They
are processing cognitive memory strategies along with physical activities of typing and
clicking.

Subordinate Skills Analysis

REPORT I, II, III 8

4.2.1 Goal Analysis Model

4.1.1 Show which skills are entry level skills.

Students must have prior knowledge of using Chromebooks and know how to turn it on.
Students must know how to access the Internet.

Report II

Learner and Context Analysis

5.1 What is the target population?
The target population is a class of third grade students.

5.2 Describe how you would determine the characteristics of the target population.
REPORT I, II, III 9

5.2.1 I would examine the entry skills of the target population by conducting a questionnaire on
Chromebook usage. Additionally, I would conduct a performance observation on who can access
the Internet.
Sample Class
Student Gender Race Age Questionnaire Observation
Tristan M Black 9 Advanced Accesses
internet with
no help
Alan M Hispanic 8 Intermediate Accesses
internet with
little help
Jessi F White 8 Beginner Accesses
internet with
help
Alasia F Black 9 Intermediate Accesses
internet with
little help

5.3 Describe how you would determine the physical and organizational environment.
5.3.1 The instructional setting would be in a classroom with Chromebooks and Internet access
for all students. Students will be provided with guides including detailed pictures of logging into
Microsoft Teams. They will be given login cards with their Microsoft Teams usernames and
passwords. The classroom walls will be decorated with relevant posters of logging into Microsoft
Teams and example username and password.
Writing Performance Objectives
6.1 State the Terminal Objective (TO) for your instructional plan.
The terminal objective describes exactly what the student will be able to do when he or she
completes a unit of instruction (Dick et al., 2010, p. 113).
6.1.1 Upon completion, students will know how to use Microsoft Teams to turn in
assignments and engage in online conversations with teachers and classmates.
6.2 Prepare three (3) Subordinate Objectives (SO).
REPORT I, II, III 10

6.2.1 Subordinate Objective: Cognitive Domain: Students will be given information

about Microsoft Teams (CN) that informs them how to sign in and turn in assignments (B) for a
technology enhanced learning experience (CR). The subordinate objective is a part of the
cognitive domain and matches Gagne’s Intellectual Skills.
6.2.2 Subordinate Objective: Affective Domain: Student chooses to develop a growth
mindset (CN) by exploring Microsoft Teams (B) for a technology enhanced learning experience
(CR). The subordinate objective falls within the cognitive domain and aligns with Gagne’s
Attitude Skills. Subordinate Objective: Psychomotor Domain: Students will be given information
about Microsoft Teams (CN) to demonstrate signing in and turning in assignments (B) for a
technology enhanced learning experience (CR). This subordinate objective is a part of the
psychomotor domain and aligns with Gagne’s Psychomotor Skills.

Assessments
7.1 Select one SO; describes the manner by which you would assess whether or not the learner
has achieved that objective. Students will be given information about Microsoft Teams (CN) that

informs them how to sign in and turn in assignments (B) for a technology enhanced learning
experience (CR). I would access if the student achieves the objective by following a technology
rubric.
(“Technology Scoring Rubric,” n.d.)
7.2 What types of assessment instruments will your instruction have? Why? The assessments
will come from assessing the performance and knowledge of students while using Microsoft
Teams. Student performance will be observed and graded by a rubric. By using this type of
assessment instrument, Students are demonstrating their knowledge.
REPORT I, II, III 11

7.3 Write items that assess the SOs in 5.2 above. Include an answer key or rubric.

7.3.1 Write one item in the cognitive domain.

Students will be given information about Microsoft Teams (CN) that informs them how to sign in
and turn in assignments (B) for a technology enhanced learning experience (CR).
(“Technology Scoring Rubric,” n.d.)

7.3.2 Write one item from the selected domain in 5.2

Student chooses to develop a growth mindset (CN) by exploring Microsoft Teams (B) for
technology enhanced learning experience (CR).
(“Technology Scoring Rubric,” n.d.)
REPORT I, II, III 12

7.3.3 Write one item from the selected domain in 5.2

Students will be given information about Microsoft Teams (CN) to demonstrate signing in and
turning in assignments (B) for a technology enhanced learning experience (CR).
(“Technology Scoring Rubric,” n.d.)

Planning the Instructional Strategy: Theoretical Bases

8.1 For the TO (terminal objective), specify and exemplify an appropriate pre-instructional
activity or activities.
The pre-instructional activity that I plan to conduct is for students to navigate to the appropriate
website. Day 1: students will navigate to the appropriate website. Day 2: the students would be
introduced to the 1st SO. Day 3: students would be introduced to the 2nd SO. Day 4: students
would be introduced to the 3rd SO. Day 5: students will be observed and scored with technology
rubrics.
8.2 For a SO (subordinate objective), specify and exemplify an appropriate pre-instructional
activity or activities.
Students will be given information about Microsoft Teams (CN) that informs them how to sign in
and turn in assignments (B) for a technology enhanced learning experience (CR).

The presentation of this SO would begin with a clip https://support.office.com/en-

us/article/video-what-is-microsoft-teams-422bf3aa-9ae8-46f1-83a2-e65720e1a34d?ui=en-
US&rs=en-US&ad=US AND
https://www.fresnou.org/learningguides/Documents/EDU_QuickStartGuide_Students.pdf
REPORT I, II, III 13

Students will be given a summary of the presentations and login in cards with their usernames
and passwords.
8.3 For the same SO, specify and exemplify an appropriate practice activity or activities.
After the video presentations, students will be informed about the importance of Microsoft
Teams. Students will be given a step by step guide for signing in, communication and turning in
assignments. Then, students will be asked to number the appropriate steps. We will conclude
with a review of the Technology Scoring Rubric.

8.4 For the TO, specify and exemplify an appropriate evaluation follow-through activity or
activities. Students will be observed on how well they know the appropriate steps. The guide will
serve as study materials before they are graded by a rubric.

Planning Logistics and management for Instructional Materials

9.1 For the TO, provide a description of the learning experience and how you have planned for it.
The entire experience of learning how to use Microsoft Teams will begin with entry skills.
Students must know how to properly use a Chromebook by demonstrating accessing the Internet.
Students will gain knowledge different features in Microsoft Teams, such as sending messages
and turning in assignments.
9.2 Provide a material, technology, and resources logistics checklist.
Materials: graphic organizer
Technology: teacher-constructed PowerPoints for information about Microsoft Teams,
videos about features and turning in assignments, internet access, Chromebook, interactive
whiteboards
Resources: Microsoft Teams’ posters, study guides
9.3 Provide an organizational matrix/table showing learning initiatives, activities, and lessons.

Day 1
Course/Level: 3rd Grade
Essential Question: How do I access Microsoft Teams?

Standard: NETS-T 1a. demonstrate introductory knowledge, skills, and understanding of

concepts related to technology.
REPORT I, II, III 14

Day 1
Activator: Students will view a PowerPoint on accessing Microsoft Teams.
Mini Lesson: Teacher will model how to access Microsoft Teams on the interactive
whiteboard.
Work Period: Students will practice accessing Microsoft Teams on their Chromebooks.
Summarizer: Demonstrate how to access Microsoft Teams.

Day 2
Course/Level: 3rd Grade
Essential Question: What is Microsoft Teams?

Standard: NETS-T 1a. demonstrate introductory knowledge, skills, and understanding of

concepts related to technology.
Activator: Students will watch video presentations.
Mini Lesson: Students will be read a step by step guide about Microsoft Teams.
Work Period: Students will number the appropriate steps on their guide.
Summarizer: Review what they have learned.

Day 3
Course/Level: 3rd Grade
Essential Question: What are the features in Microsoft Teams?

Standard: NETS-T 1a. demonstrate introductory knowledge, skills, and understanding of

concepts related to technology.
Activator: Students will watch a video presentation.
Mini Lesson: Teacher will show student the various features Microsoft Teams on the
interactive whiteboard.
Work Period: Students will practice signing in and exploring different features in Microsoft
Teams.
Summarizer: Students will be asked, What was their favorite feature? A few students will be
REPORT I, II, III 15

Day 3
chosen to share their answers.

Day 4
Course/Level: 3rd Grade
Essential Question: How to turn in assignments on Microsoft Teams?

Standard: NETS-T 1a. demonstrate introductory knowledge, skills, and understanding of

concepts related to technology.
Activator: Students will watch video presentations.
Mini Lesson: Teacher will show students the turning in assignment process on the interactive
whiteboard.
Work Period: Students will practice turning in mock assignments.
Summarizer: Students will demonstrate how to turn in assignments.

Day 5
Course/Level: 3rd Grade
Essential Question: How to be proficient in Microsoft Teams?

Standard: NETS-T 1a. demonstrate introductory knowledge, skills, and understanding of

concepts related to technology.
Activator: Students will complete an entry slip about how well they know Microsoft Teams.
Mini Lesson: Teacher will show students the turning in assignment process on the interactive
whiteboard.
Work Period: Students will turn in an actual assignment.
Summarizer: A rubric will be used to grade their knowledge of Microsoft Office concepts.

Report III

Developing Instructional Materials

REPORT I, II, III 16

10. 1 Terminal Objective: Students will know how to use Microsoft Teams to turn in
assignments and engage in online conversations with teachers and classmates.
Plan for pre-instructional materials: Students will be given information about
accessing Microsoft Teams. Students will watch videos about how to log into a Chromebook,
how to access Microsoft Teams and how to use features within Microsoft Teams.

10.2 Subordinate Objective: Students will be given information about Microsoft Teams to
demonstrate signing in and turning in assignments for a technology enhanced learning
experience.
Defense of presentation: The instructor will provide students with Microsoft Office
login cards and information on logging into the platform. Students will view PowerPoint
presentations about the importance of Microsoft Teams. The instructor will demonstrate how to
properly access the Internet and Microsoft Teams. Additionally, sending messages and turning in
assignments will be demonstrated on an interactive whiteboard.

10.3 Subordinate Objective: Students will be given information about Microsoft Teams to
demonstrate signing in and turning in assignments for a technology enhanced learning
experience.
Defense of presentation materials: The Microsoft Teams posters in the classroom will
help students remember the steps throughout the day. Student will be given blank graphic
organizers/guides to fill-in the steps for accessing Microsoft Teams. The organizers will serve as
a hands-on activity before using Chromebooks.

10.4 Terminal Objective: Students will know how to use Microsoft Teams to turn in
assignments and engage in online conversations with teachers and classmates.
Follow-through materials: On day 5, students will be given a quiz about information on
Microsoft Teams.

Formative Evaluation
REPORT I, II, III 17

11.1 Students will review guides that have step-by-step instructions on logging into Microsoft
Teams. They will be given a 10-question quiz based on the instructions of how to log onto
Microsoft Teams, features and turning in assignments. Additionally, students will be observed on
how well they access Microsoft Teams and features.

Sample Guide

Sample Quiz Questions

REPORT I, II, III 18

Revision
12.1 My plans for revising instruction would include the use of formative data to give extra
support to students or advance students to the next level. For example, students who are
struggling with logging into Microsoft Teams will be given additional time throughout the day to
practice with help from the instructor. Students who are not struggling and need acceleration will
be allowed to explore features of Microsoft Teams, including group chats and discussion boards.

Summative Evaluation
REPORT I, II, III 19

13.1 For summative evaluations, students will be observed on how well they can assess
Microsoft Office features and turn in assignments. Additionally, students will conduct scavenger
hunt activity on Microsoft Teams.