Key Assessment Krystle Leanza

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Part 1
General Audience:
The audience for this project includes certified teachers of all ages and experience levels. The
group of educators receiving the training consist of teachers in intermediate grades (3-5). In
addition to teaching intermediate grades, the teachers are homerooms teachers. Although the
training is beneficial to any educator, the target audience is certified teachers who are with
students for the entire school day in grades 3-5.
Problem Identification:
In Savannah-Chatham County Public Schools, there is a push to focus on integrating 21st
century technology into classrooms across the district. Currently, teachers have been encouraged
to use a website called Edmodo to increase student collaboration, parent/teacher communication,
and overall technology use in the classroom.
Teachers have been offered a brief introductory online training for the website. However, the
training provided is insufficient. The training given has taught educators to use the website for
professional learning. Using the site as an adult is undoubtedly different from using it with
elementary aged children. Currently, only teachers who have desired the training or needed it for
professional purposes have enrolled in the online class. It is not required, so every teacher does
not have information on how to use the website appropriately.
In addition to the encouragement of technology use through Edmodo, teachers are also being
encouraged by the district to go as paperless as possible. The website Edmodo has many features
that allow a teacher to use very little paper. Teachers will need explicit instruction on how to use
the provided website as a tool to eliminate paper tests and assignments.
Presently, there are very few teachers who have received instruction on how to use Edmodo in
the classroom at the elementary level. Teachers will need to be instructed on how to properly
implement the website with their students. They will need to know the basics of Edmodo such as
creating an account, creating a course, posting assignments, managing apps, uploading items to
the library, finding features, and distributing the site code so that parents have access to view the
content.
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Instructional Goals:
Users will create an account.
Users will log in and create a class page.
Users will learn to distribute their group code to parents allowing parents access to course
content.
Users will learn to post notes, alerts, and polls on the classroom page.
Users will be able to create class assignments (quizzes and classwork).
Users will learn to locate resources.
Users will create small groups in the course.
Users will learn to upload assignments to the library.
Users will learn to sync their Google account to their library.
Users will learn to manage apps.

















Part 2
Introduction
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The target learning group consists of 22 elementary education teachers who teach grades 3-5.
The teachers have various years of experience starting at 1 year, and up to 26 years. The teachers
work at Godley Station School in Pooler, Georgia. Demographic information presents 21 females
and 1 male in the learning group. The ethnic make up includes 16 Caucasian learners, 1 Hispanic
learner, and 5 African American learners. This information was obtained by administering
surveys to the teachers involved in the project as well teacher interviews.
Entry Skills
Prerequisite Skills & Knowledge:
How to log into computer
How to access school email from home
How to upload documents and pictures
How to operate Google Drive
How to use Google Chrome/other browser to navigate to websites
How to view videos and other media on home computer
How to use web 2.0 tools Padlet and Prezi
Prior Knowledge
All learners are able to operate school email efficiently. They are also able to use internet
browsers to navigate the web. Learners currently contain knowledge on word processing
programs, and presentation tools. The learners effectively use web based tools with students.
Some learners are more experienced with web 2.0 tools, while others will need more extensive
training. None of the teachers in grades 3-5 currently use Edmodo. Learners bring knowledge
about differentiation and student learning to the training.
Errors to avoid:
Inviting students to join the Edmodo course page without obtaining a permission slip provided
by the school district.
Allowing students access to the page prior to teaching digital citizenship.
Allowing parents to post on class page (their account must be set to read only).
Locking the group before every student joins.
Using Edmodo without the proper training.
Posting the wrong information on course page as a note or alert.
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Allowing student access to the page without obtaining the procedures to operate and manage
page.
Misconceptions
Elementary students cannot successfully use technology.
Integrating this type of technology takes up a large amount of time.
Students can post inappropriate information.
Students must have an email address to have an Edmodo account.
Attitude Towards Content & Academic Motivation
The majority of teachers identified the relevance of utilizing technology in the classroom. 13 out
of 22 teachers currently possess websites or classroom blogs. When questioned on comfort
regarding the use of technology, many teachers felt as though additional training would be
beneficial. Although some teachers were comfortable with utilizing technology in the classroom,
the majority of the group stated they were not completely comfortable and would like additional
training. A total of 3 teachers out of 25 have received training through an online module on the
learning management system Edmodo. The learners were motivated and eager to learn
more about Edmodo. There were, however a few teachers who did not appear motivated.
The results were gathered through surveys distributed to the learners as well as interviews
conducted with the learners.
Educational Ability Levels
Each individual in the learning group has obtained a Bachelors Degree from an accredited
University. Several of the teachers have obtained higher degrees in the field of education.
At this time, it is unknown what percentage have obtained a Masters Degree or higher.
This group has participated in many professional development sessions about technology
covering such topics as Google Drive, Compass Learning, and QR codes.


General Learning Preferences
The learners expressed a preference for visual and hands on learning approaches. They
wanted step-by-step instructions to be presented clearly as well as handouts on each lesson.
They also wanted to be taught with the appropriate technology and utilize the computer lab
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and other technology available (iPads, Chrome books, etc.). These results were retrieved
through surveys and interviews with the target learning group.
Attitude Toward Teachers and School
The targeted learning group expressed extreme gratitude towards teachers. Considering
the fact that the students in the group are teachers, this means all of them are open to
learning at the higher education level. There were a few learners that were uneasy about
completing more professional learning in the field of technology.
Group Characteristics
The school is located in Pooler, Georgia which is on the outskirts of Savannah. The
teachers who work at Godley Station School live in different locations throughout
Chatham, Effingham, and Bryan County. The ages of the educators range from 22-50. The
teachers have diverse years of experience from 1 year-26 years with the average teacher
having 10 years of classroom experience. The majority of the teachers at the training have
obtained their Masters Degree in Education. Incomes for each learner are based of the
Chatham County pay scale depending on experience and degree obtained. Each learner
attending the training is working to increase the use of technology in their classroom.









Part 3
Task Analysis
I conducted a procedural analysis to ensure the procedures needed to perform tasks
using Edmodo are covered entirely. To begin, I brainstormed a list of important
procedures that are essential to the learning targets. As I listed each step, I performed the
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step simultaneously. This method was used to ensure no steps were missed. It was effective
because I was able to review the information and act as the learner.
Once I listed each procedure, I thought carefully about any steps regarding the topic
that I may have missed. I made another list of a few items that were left out and needed to
be utilized on Edmodo. Then, I integrated the new procedures into the outline where it
would benefit the learners. Information included in the procedural analysis includes: how
to create an account, how to create a course, how to locate information, and how to use the
communication features of Edmodo. Reporting the key procedures was essential for the
learners to get the essence of the project.
After revising the procedural analysis, I reviewed the analysis once again to ensure
the information was sequenced appropriately. I was careful to review the analysis as a
learner by thinking, What does the learner need to know about this topic? I also thought,
Where would the information about the topic make the most sense to the learners?
1.0 Log onto the school computer/laptop
1.1 Type user name
1.2 Type in password
1.3 Click log in
2. Click to open the internet icon
2.1 Click on the internet icon-internet explorer or google chrome
2.2 Type in the web address www.edmodo.com
3. Sign up for Edmodo
3.1 Click sign up now
3.1.1 -Im a teacher
3.2 Enter your title
3.2.1 Mrs. Ms. or Mrs.
3.3 Enter your first name
3.4 Enter your last name
3.5 Enter your school email address
3.6 Enter your password
3.6.1 You must create your own password
3.7 Check that you agree with their terms and services
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3.8 Click sign up
3.9 You will be asked for a school code
3.9.1 Enter the school code for Godley Station School provided by your
Instructor
3.10 Click ok
4. Confirm your email address
4.1 You will be sent a confirmation email
4.2 Check your email
4.3 Click on the link in the email to confirm your email address
5. Log into Edmodo
5.1 Type in www.edmodo.com to internet browser
5.2 Type school email address
5.3 Type password
5.4 Click Im a Teacher
6. Update Profile
6.1 Change Avatar or picture
6.1.1 Click on link that says, Hi, Ms. ___
6.1.2 Click the pencil on your current image
6.1.3 Click change picture
6.1.4 Select a photo to upload OR Choose an avatar
6.2 Click ok
7. Create a class page
7.1 Click on Home button at top of page
7.2 Click on the plus sign
7.2.1 It is under the sub heading groups
7.3 Click Create
7.4 Type in a name for your group
7.4.1 Ms. ______s Class
7.5 Select the grade level you teach
7.6 Select the subject area
7.7 Click create
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8. Upload a document to the library
8.1 Click on the library icon
8.2 Click the add to library button
8.3 Click upload files
8.4 Select a document on your computer
8.5 Click add
9. Sync to Google Drive
9.1 Click on the library icon
9.2 Click on Google Drive
9.3 Click connect account
9.4 Type email address
9.5 Type password
9.6 Click connect
10. Post an assignment
10.1 Click on the group you created
10. 2 Click the tab for assignment
10.3 Click create
10.4 Type in the name of the assignment
10.5 Describe the assignment
10.6 Select a due date
10.7 Load assignment
10.7.1 Choose file OR
10.7.2 Choose link OR
10.7.3 Choose Library
10.7.3.1 Choose Google Drive
10.7.3.2 Click on connect Google account
10.7.3.4 Type in email and password
10.7.4 Choose document to upload
10.8 Click send
11. Create a small group
11.1 Click on the plus sign icon
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11.2 Type in the name of the small group
11.3 Click create
12. Add an app
12.1 Click the manage apps icon
12.2 Click on subject
12.3 Click free
12.4 Select app and click on icon
12.5 Check your course
12.6 Check I agree
12.7. Click install
13. Use the discover link to search and locate information
13.1 Click discover icon
13.2 Click topic
13.3 Scroll through content
13.4 Choose a resource
13.5 Click on the hyperlink
14. Obtain parent permission prior to launching Edmodo with students
14.1 Distribute parent permission slip
14.2 Obtain from students
14.3 Keep on file
15. Allow parents access to your class Edmodo page
15.1 Obtain Edmodo Group Code for your class
15.1.1 On your class homepage click on the tab that says group code
15.2 Email to parents OR distribute in writing to parents
Subject Matter Expert (SME)
I (Krystle Leanza) will serve as the SME for this instructional design plan. My educational
background includes a Bachelors Degree of Science in Early Childhood and Special
Education from Georgia State University. I am currently a student at Georgia Southern
University working to obtain my Masters Degree in Instructional Technology.
I exhibit many qualifications that enable me to serve as the SME. Primarily, I have been
trained appropriately by Godley Station Schools Instructional Technology Coach in the
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use of Edmodo. In addition, I was a recipient of our school districts technology mini-grant.
Recipients of the mini grant receive additional training in the field of technology
throughout the school year. This training includes the use of Edmodo along with various
other topics. As a current third grade teacher, I am aware of the challenges my learners
encounter. My experience as well as my training will enable me to successfully serve as the
SME for this project.












Part 4
Terminal Objective 1: The teacher will create a functioning Course in Edmodo.
Enabling Objectives:
1A: The teacher will perform the procedures to set up an Edmodo account.
1B: The teacher will populate a course in Edmodo.
1C: The teacher will create small groups in an Edmodo course.
Terminal Objective 2: The teacher will function within the website Edmodo.
Enabling Objectives:
2A: The teacher will list and locate information provided on the Edmodo site.
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2B: The teacher will upload documents to the library in Edmodo and/or sync with google
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drive.
2C: The teacher will manage and personalize apps in Edmodo.
Terminal Objective 3: The teacher will collaborate with students and parents
(communication features) using Edmodo.
Enabling Objectives:
3A: The teacher will enable access for parents and students with group code.
3B: The teacher will utilize the communication features of Edmodo.
Classification of Instructional Objectives
Content Recall Application
Facts
Concepts
Principles and Rules 2
Procedures 1,1A, 1B, 1C, 2B, 2C, 3A
Interpersonal 3, 3B
Attitude

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Objectives ISTE (International Society for Technology in Education) National
Educational Technology Standards (NETS) and Performance Indicators
for Teachers
Facilitate and inspire student learning and creativity
a. Promote, support, and model creative and innovative thinking and
inventiveness
b. Engage students in exploring real-world issues and solving authentic
problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify
students conceptual understanding and thinking, planning, and creative
processes
d.Model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face-to-face and virtual environments
1, 1A, 1B, 1C Design and Develop digital age learning experiences and assessments
a. Design or adapt relevant learning experiences that incorporate digital tools
and resources to promote student learning and creativity
b. 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
c. Customize and personalize learning activities to address students diverse
learning styles, working strategies, and abilities using digital tools and
resources
d. 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

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Objectives ISTE (International Society for Technology in Education) National
Educational Technology Standards (NETS) and Performance Indicators
for Teachers
2B, 2C, 3, 3A,
3B
Model digital age work and learning
a. Demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community members using
digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students,
parents, and peers using a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to
locate, analyze, evaluate, and use information resources to support
research and learning
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Objectives ISTE (International Society for Technology in Education) National
Educational Technology Standards (NETS) and Performance Indicators
for Teachers
Promote and model digital citizenship
a. Advocate, model, and teach safe, legal,
and ethical use of digital information and technology, including respect for
copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies
providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions
related to the use of technology and information
d. Develop and model cultural understanding and global awareness by
engaging with colleagues and students of other cultures using digital age
communication and collaboration tools
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Objectives ISTE (International Society for Technology in Education) National
Educational Technology Standards (NETS) and Performance Indicators
for Teachers
2, 2A Engage in Professional growth and leadership
a. Participate in local and global learning communities to explore creative
applications of technology to improve student learning
b. Exhibit leadership by demonstrating a vision
of technology infusion, participating in shared decision making and
community building, and developing the leadership and technology skills of
others
c. Evaluate and reflect on current research and professional practice on a
regular basis to
make effective use of existing and emerging digital tools and resources in
support of student learning
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching
profession and of their school and community










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Part 5

Instructional
Strategy
Goals Objectives UDL Assessments
Lesson 1:
The learners
will
paraphrase
procedures
needed to set
up a course in
Edmodo using
a web 2.0 tool
of their choice.
Explain the
procedures
needed to
create a course,
and the
different
reasons for
using Edmodo
in the
classroom.
Objective 1: The
teacher will
create a
functioning
course in
Edmodo.
1A: The teacher
will perform the
procedures to set
up an Edmodo
account.
1B: The teacher
will populate a
course in
Edmodo.
1C: The teacher
will create small
groups in an
Edmodo course.
Learners are
given a choice
of an
appropriate
technology tool
to respond.
This provides
multiple means
of
representation
because
learners are
allowed to
choose a web
2.0 tool that
they are
familiar with
and present the
information in
a way that
makes sense to
them.
The learners will
take a quiz about the
steps/procedures
involved in creating
a functioning course
in Edmodo.
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Instructional
Strategy
Goals Objectives UDL Assessments
Lesson 2:
The learners
will choose one
area of Edmodo
to create a
troubleshooting
pamphlet.
The learner will
identify the
basic functions
of Edmodo and
how to locate
them on the
website.
Objective 2: The
teacher will
function within
the website
Edmodo.
2A: The teacher
will list and
locate
information
provided on the
Edmodo site.
2B: The teacher
will upload
documents to
the library in
Edmodo and/or
sync with google
drive.
2C: The teacher
will manage and
personalize apps
in Edmodo.
The pamphlet
provides a
visual
representation
for learners. It
also provides
learners a
different
method for
response. They
are able to
choose which
tool they would
like to use to
create the
pamphlet.
The learners will
demonstrate mastery
of objectives by
completing a self-
assessment checklist.

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Instructional
Strategy
Goals Objectives UDL Assessments
Lesson 3:
The learners
will
demonstrate
knowledge of
information by
creating a
Blendspace
lesson on the
use of Edmodo
for
collaboration
with parents.
The learners
will implement
Edmodo as a
collaboration
tool with
students and
parents.
Objective 3: The
teacher will
collaborate with
students and
parents
(communication
features) using
Edmodo.
3A: The teacher
will enable
access for
parents and
students with
group code.
3B: The teacher
will utilize the
communication
features of
Edmodo.
The
Blendspace
lesson provides
motivation and
stimulation
during learning.
Learners are
able to express
their choices of
resources
individually.
The learners will
create a slide show
to display the
collaboration
procedures and
features of using
Edmodo with
students and parent.
This will be graded
using a rubric.





















Objective 1 Assessment
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Getting Started with Edmodo Assessment
In your own words, please list the steps required to set up an Edmodo account:
1.
2.
3.

Please sequence the steps for creating a course in Edmodo from start to finish

___Select Create.

___Enter your "Expected Group Size" and a description of your group.

___Click "finish" to create the group and go to the group page.

___Enter a group name, select the correct grade or range of grades, subject area and subject in
the pop-up box that appears. Click "create" to move on.

___Select the plus icon next to groups on the left side panel of your homepage.

___Enter your "expected group size" and a description of your group.

___Locate the 6-digit group code on the communication stream as well as the left side panel.

True or False:
11. When creating a small group, you MUST add a description for each group. ____
12. You can only set up a small group when you create your Edmodo account. ____
13. In order to create a small group, your account must be open to the classroom homepage. ____
14. In order to add group members to a small group, the students must have their accounts set up
and running. ____
15. In order for students to be added to a small group, their parents must have their accounts set
up and running. ____

Short Answer:
17. How can Edmodo improve your efficiency as a teacher?

18. In what ways can you use Edmodo to differentiate instruction?

19. Explain any difficulty you experienced with setting up your course.

20. Write a paragraph summarizing the steps and procedures you took to create a functioning
course.
Objective 1 Assessment-KEY

Getting Started with Edmodo Assessment

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In your own words, please list the steps required to set up an Edmodo account:
1. Go to www.edmodo.com and select the Im a Teacher button to create your account.
2. Fill out the registration form and select the Sign Up button to complete the sign up process.
3. Check your e-mail for a confirmation to view the next steps for setting up your Edmodo
Account.

Please sequence or put in order the steps for creating a course in Edmodo

__2_Select create.

_4__Enter your "expected group size" and a description of your group.

_6__Click "finish" to create the group and go to the group page.

__3_Enter a group name, select the correct grade or range of grades, subject area and subject in
the pop-up box that appears. Click "create" to move on.

__1_Select the Plus icon next to groups on the left side panel of your homepage.

__7_Locate the 6-digit group code on the communication stream as well as the left side panel.

True or False:
11. When creating a small group, you MUST add a description for each group. __F__
12. You can only set up a small group when you create your Edmodo account. __F__
13. In order to create a small group, your account must be open to the classroom homepage.
__T__
14. In order to add group members to a small group, the students must have their accounts set up
and running. __T__
15. In order for students to be added to a small group, their parents must have their accounts set
up and running. __F__

Short Answer:
16. What are some benefits of using Edmodo in the classroom?
Availability to post assignments, quizzes, communicate, collaborate, etc.

17. How can Edmodo improve your efficiency as a teacher?
the ability to go paperless, a better way to manage student learning, and grade assignments

18. In what ways can you use Edmodo to differentiate instruction?
create small groups and assign differentiated assignments

19. Explain any difficulty you experienced with setting up your course.
answers will vary

20. Write a paragraph summarizing the steps and procedures you took to create a functioning
course.
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answers will vary



































Objective 2 Assessment:

Self Assessment Checklist for functioning within Edmodo

Through Edmodo: Yes or No Additional Notes
I located my profile, and updated the following:
my photo/avatar and information about me.

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Through Edmodo: Yes or No Additional Notes
I located at least one professional colleague and
added them as a connection.
Name of colleague:
I located the discover feature on my dashboard,
and used the search bar to find at least 1
academic resource.
Name of resource:
I joined/followed at least 1 professional
community.
Name of
community:
I added the professional resource/s that I located
into my library.
Name of resource:
I located my library and uploaded 1 item into the
library.
Name of item
uploaded:
I synced my school Google account to my
Edmodo account.

I added and labeled 1 folder to my library. Name of folder:
I utilized the app store to add 1 free app to my
account.
Name of app:
I located the calendar (Edmodo Planner) and
added a new task or event.
Name of event:











Objective 3 Assessment:
In order to demonstrate mastery of objective 3, you will create a slide show presentation using
the web 2.0 tool of your choice. The slide show presentation will be graded based on the rubric
below.

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Knowledge of
Pertinent
Information
Procedures Attractiveness/Prese
ntation
Use of Technology
The learner conveys a
variety of knowledge
about content and
subject matter through
information presented
in presentation.

4 points
The learner listed
each procedure
necessary to enable
parent access to
Edmodo.


4 points
The presentation is
extremely visually
appealing and
attractive to the
viewer.


4 points
The learner
demonstrates proper
knowledge of
technology through
implementation of
web 2.0 tools in
presentation. The
learner has included
additional web 2.0
tools in their
presentation.

4 points
The learner conveys
some knowledge of
content and subject
matter through
information presented
in presentation.

3 points
The learner listed
most procedures
necessary to enable
parent access to
Edmodo.


3 points
The presentation is
very visually
appealing and
attractive to the
viewer.


3 points
The learner
demonstrates some
knowledge of
technology through
the implementation of
web 2.0 tools in
presentation. The
learner did not include
additional web 2.0
tools in their
presentation.

3 points
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Knowledge of
Pertinent
Information
Procedures Attractiveness/Prese
ntation
Use of Technology
The learner conveys
little knowledge of
content and subject
matter through
information presented
in the presentation.


2 points
The learner listed
some procedures
necessary to enable
parent access to
Edmodo.



2 points
The presentation is
somewhat visually
appealing and
attractive to the
viewer.



2 points
The learner
demonstrates little
knowledge of
technology through
the implementation of
web 2.0 tools in
presentation. The
learner did not include
additional web 2.0
tools in their
presentation.

2 points
The learner does not
convey knowledge of
content or subject
matter through
information presented
in presentation.

1 point
The learner did not
list the procedures
necessary to enable
parent access to
Edmodo.


1 point
The presentation is
not visually appealing
or attractive.




1 point
It is not evident that
the learner is able to
use web 2.0 tools
effectively.



1 point


Total Points: _________ / 16 = __________




See example presentation:
https://docs.google.com/presentation/d/1yZFT3e9LzEzzhWQIo8Jff1_txGcfYzHq_ytKi9D2h4Q/
edit?usp=sharing








Objective 1-The student will create a functioning Course in Edmodo
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1 A The student will perform the procedures to set up an Edmodo account
1B: The student will populate a course in Edmodo
1C: The student will create small groups in Edmodo course
Assessment:
The learners will take a quiz about the steps/procedures involved in creating a functioning course
in Edmodo.
UDL Principals:
The quiz will be differentiated for different types of learners. Some students will receive more or
fewer questions based on their needs.There will be an option for an audio read aloud for students
who need this feature.
Objective 2-The student will function within the site Edmodo.
2A: The student will list and locate information provided on Edmodo site.
2B: The student will upload documents to library in Edmodo and/or sync with Google Drive.
2C: The student will manage and personalize apps in Edmodo.
Assessment:
The learners will demonstrate mastery of objectives by completing a self-assessment checklist.
UDL Principals:
This assessment allows for students to monitor their learning. It provides opportunity for self-
regulation through self-assessment. The checklist provides a template so that the learner can
think critically about the information needed to master the objectives. The learner is able to
monitor his/her progression towards mastery through the checklist. For differentiation, learners
will receive a more basic or more detailed list (using more advanced vocabulary) depending on
level of experience.
Objective 3-The learner will collaborate with students and parents (communication features)
using Edmodo.
3A: The teacher will enable access for parents and students with group code.
3B: The teacher will utilize the communication features of Edmodo.

Assessment:
The learners will create a slide show presentation to display the collaboration procedures and
features of using Edmodo with students and parent. This will be graded using a rubric.
Key Assessment Krystle Leanza
27
UDL Principals:
This assessment provided multiple means of representation by allowing students to demonstrate
their content knowledge with a web 2.0 tool of their choice. They have the freedom to be
creative in displaying their knowledge. For differentiation, the learners will receive a template if
needed from Powerpoint with slides pre-labeled. They will have the option to view a tutorial on
the basics of Powerpoint if needed. For more advanced learners, they have the freedom to choose
different web 2.0 tools such as Prezi or Powtoon. They may add as much media as possible.
Options include: screen shots, videos, and images.


















Part 6
Instructional Sequence
Sequence Description Objective
1 The student will perform the procedures to set up an
Edmodo account.
1A
Key Assessment Krystle Leanza
28
Sequence Description Objective
2 The teacher will populate a course in Edmodo. 1B
3 The teacher will create small groups in an Edmodo
course.
1C
4 The teacher will list and locate information
provided on Edmodo site.
2A
5 The teacher will upload documents to library in Edmodo
and/or sync with google drive
2B
6 The teacher will manage and personalize apps in
Edmodo.
2C
7 The teacher will enable access for parents and students
with group code.
3A
8 The teacher will utilize the communication
features of Edmodo.
3B


This sequence is formulated using a learning-related sequencing method for terminal objective 1
and enabling objectives 1A-1C. I began with this approach so that the learners could gain the
prerequisite skills necessary to complete the remainder of the training. In addition, the skills
begin with less complex and move to more complex. The remainder of the objectives are
presented in a concept-related sequencing order. Logical perquisites are taught first to ensure
understanding of more complex concepts. Concepts that are similar to one another are grouped
together as well.
Lesson 1: Getting Started with the Basics
Objective 1: The teacher will create a functioning Course in Edmodo.
Objective 1A: The teacher will perform the procedures to set up an Edmodo account.
Objective 1B: The teacher will populate a course in Edmodo.
Objective 1C: The teacher will create small groups in an Edmodo course.
Motivational Strategy: Ask learners to read the article Curricula All Over the Map For Blended
Classes to understand the importance of using technology in the classroom.
UDL Component: The article listed above provides text for individual reading. This is an
opportunity for differentiation of materials.
Key Assessment Krystle Leanza
29
Initial Presentation: The learners should follow a narrated video tutorial on setting up their
Edmodo accounts. They should complete the checklist to mark off each step completed.
UDL Component: The narrated video provides audio and visuals for all learners.
Generative Presentation: The learners will paraphrase the procedures they used to create a
functioning course in Edmodo. The learners should display their procedures in a creative way
using a web 2.0 tool of their choice. This will be graded using a rubric.
UDL Component: The assessment provides students a differentiated way to express what they
have learned.
Reference:
Kester, L. Taking The Load Off A Learner's Mind: Instructional Design For Complex Learning.
Educational Psychologist, 5-13.
Lesson 2: Learning the Ins and Outs of Edmodo
Objective 2: The teacher will function within the website Edmodo.
Objective 2A: The teacher will list and locate information provided on Edmodo site.
Objective 2B: The teacher will upload documents to library in Edmodo and/or sync with Google
Drive.
Objective 2C: The teacher will manage and personalize apps in Edmodo.
Initial Presentation: The learners will brainstorm different features of Edmodo. They will explore
the website by completing an online scavenger hunt created by the instructor.
UDL Component: This initial presentation is activating prior knowledge of the learner as well as
providing multiple modalities for instruction. Brainstorming, helps the students refresh their
memory on the information they previously learned about Edmodo. The scavenger hunt contains
information presented on the website with visuals and audio.
Generative Presentation: The learners will choose one feature of Edmodo and create a trouble
shooting pamphlet.
UDL Component: For this generative presentation, the pamphlet provides a great visual for
learners. It provides learners a different method for response. They are able to choose which tool
they would like to use to create the pamphlet which will reduce some barriers for learners.
Reference: Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing Instruction:
Strategies. Designing Effective Instruction ( 7th Edition). Hoboken: John Wiley & Sons.
Lesson 3: Communication is Key
Key Assessment Krystle Leanza
30
Objective 3: The teacher will collaborate with students and parents (communication
features) using Edmodo.
Objective 3A: The teacher will enable access for parents and students with group code.
Objective 3B: The teacher will utilize the communication features of Edmodo to communicate
with parents.
Initial Presentation: The teachers will brainstorm ways to collaborate with parents using
technology. They will post their ideas on the class Padlet page. Then, the learners will view the
following Prezi: http://prezi.com/_m4pb1dtj_no/creating-21st-century-learners-edmodo-in-the-
social-studies-classroom/ -paying specific attention to the slides on parent view and professional
development.
UDL Component: This presentation is activating prior knowledge and providing a means of
engagement for the learner.
Generative Presentation: The learners will perform the procedures to allow parents access to
their course page. Then, learners will create a Blendspace lesson on Edmodo. The lesson should
include information on how to use Edmodo for parent collaboration.
UDL Component: This assessment provides learners with motivation and stimulation during
learning. Learners are asked to gather pertinent information to share with others. They are also
able to express their choices individually. The Blendspace provides learners with an opportunity
to express their knowledge in multiple ways. The tool allows videos, audio, web links, images,
and more.
Reference: Sue-Jen, C. (2014). Instructional Design Strategies for Intensive Online Courses: An
Objectivist-Constructivist Blended Approach. Journal Of Interactive Online Learning, 13(1), 72-
86.
References:

Kester, L. Taking The Load Off A Learner's Mind: Instructional Design For Complex
Learning. Educational Psychologist, 5-13.
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing Instruction: Strategies.
Designing Effective Instruction ( 7th Edition). Hoboken: John Wiley & Sons.
Sue-Jen, C. (2014). Instructional Design Strategies for Intensive Online Courses: An
Objectivist-Constructivist Blended Approach. Journal Of Interactive Online Learning, 13(1),
72-86.
Key Assessment Krystle Leanza
31
Part 7
Design of Instruction

Instructional
Strategy
Goals Objectives UDL Assessments
Lesson 1:
The learners
will paraphrase
procedures
needed to set up
a course in
Edmodo using
a web 2.0 tool
of their choice.
Explain the
procedures needed
to create a course,
and the different
reasons for using
Edmodo in the
classroom.
Objective 1: The
teacher will create a
functioning course
in Edmodo.
1A: The teacher
will perform the
procedures to set up
an Edmodo
account.
1B: The teacher
will populate a
course in Edmodo.
1C: The teacher
will create small
groups in an
Edmodo course.
Learners are
given a choice of
an appropriate
technology tool
to respond. This
provides multiple
means of
representation
because learners
are allowed to
choose a web 2.0
tool that they are
familiar with and
present the
information in a
way that makes
sense to them.
The learners will take a
quiz about the
steps/procedures
involved in creating a
functioning course in
Edmodo.
Key Assessment Krystle Leanza
32
Instructional
Strategy
Goals Objectives UDL Assessments
Lesson 2:
The learners will
choose one area
of Edmodo to
create a
troubleshooting
pamphlet.
The learner will
identify the basic
functions of
Edmodo and how
to locate them on
the website.
Objective 2: The
teacher will
function within
the website
Edmodo.
2A: The teacher
will list and locate
information
provided on the
Edmodo site.
2B: The teacher
will upload
documents to the
library in Edmodo
and/or sync with
google drive.
2C: The teacher
will manage and
personalize apps
in Edmodo.
The pamphlet
provides a visual
representation for
learners. It also
provides learners
a different
method for
response. They
are able to
choose which
tool they would
like to use to
create the
pamphlet.
The learners will
demonstrate mastery of
objectives by
completing a self-
assessment checklist.

Key Assessment Krystle Leanza
33
Instructional
Strategy
Goals Objectives UDL Assessments
Lesson 3:
The learners
will
demonstrate
knowledge of
information by
creating a
Blendspace
lesson on the
use of Edmodo
for
collaboration
with parents.
The learners will
implement Edmodo
as a collaboration
tool with students
and parents.
Objective 3: The
teacher will
collaborate with
students and
parents
(communication
features) using
Edmodo.
3A: The teacher
will enable access
for parents and
students with
group code.
3B: The teacher
will utilize the
communication
features of
Edmodo.
The Blendspace
lesson provides
motivation and
stimulation
during learning.
Learners are able
to express their
choices of
resources
individually.
The learners will
create a slide show to
display the
collaboration
procedures and
features of using
Edmodo with
students and parent.
This will be graded
using a rubric.






















Key Assessment Krystle Leanza
34
Part 8
The learner evaluations of the Edmodo online module will be collected through an anonymous
online questionnaire/rating scale to be completed by each learner who attended the training. My
colleague (also a third grade teacher at Godley Station School) will receive the survey results.
Questionnaire on Edmodo Online Module:
Please rate the course in each area using the following rating scale:

1 2 3 4 5
Strongly Disagree Disagree Unsure Agree Strongly Agree

1. The content in the module provided me with the information necessary to set up an Edmodo
teacher account.
1 2 3 4 5

2. The content in the module gave me information on how to create a course in Edmodo.
1 2 3 4 5

3. Within the course, information was provided on how to allow parent access to Edmodo.
1 2 3 4 5

4. The module displayed content on locating information in the area that I teach using Edmodo.
1 2 3 4 5

5. The module helped me to locate various functions of Edmodo such as the calendar feature, the
app store, and app launcher.
1 2 3 4 5

6. The module displayed information on knowledge about uploading documents to my library in
Edmodo.
1 2 3 4 5

7. The module provided information on small groups within my Edmodo course.
1 2 3 4 5

8. The module gave information on how users can sync their Google account with Edmodo and
access any documents from the account in the library.
1 2 3 4 5

9. Information about posting items to the class page such as an alert, note, quiz, assignment, or
poll were reviewed in the module.
1 2 3 4 5

Key Assessment Krystle Leanza
35
10. The module provided information that was relative to my needs as an educator.
1 2 3 4 5

11. The length of the course was appropriate for the material covered.
1 2 3 4 5

12. The materials presented in the course were interesting and relevant to the course topic.
1 2 3 4 5

Please answer the following questions:

13. What information was the most beneficial for you in the module in terms of using Edmodo?

14. What information in the module was unnecessary for the learners?

15. Did the material in the module provide you with enough information to begin using the
course you created in the near future?

16. What, if anything, could have been added to increase your understanding of the material and
the ability to use Edmodo in the classroom?

17. Will you use Edmodo in your classroom? Why or why not?

After data from the survey has been collected, various methods will be used to review
and analyze the information. It is vital that I gain information on the effectiveness of the course
module to improve instruction. The first method of analysis will be quantitative. Since the
assessment measure used to evaluate the module is a rating scale, I will break down the questions
and determine what percentage of learners strongly disagreed, disagreed, were unsure, agreed,
and strongly agreed. This information will provide me with the appropriate feedback on each
objective and materials used in the course. The rating scale results will be placed in a bar graph
to allow for analysis of module. The data from the evaluation will also be analyzed qualitatively
with central ideas and themes from the module questionnaire being identified. From here, I can
modify the design of the course if needed.