frit 7739 online staff development
TRANSCRIPT
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FRIT 7739: Online Staff Development: ClassDojo
Joseph D. Johnson
Spring !"#
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$art ": I%entifi&ation of 'earning $ro(lem
)eneral *+%ien&e
The general audience that I have chosen consists of educators at Garrison Elementary
school. All are educators and staff from the first grade team, serving in variety of
capacities from classroom teachers, to EIP, gifted, and support personnel. I plan however
to open the online staff development to the entire K- grade groups. The school uses a
!lended curriculum with technology, and serves as a "avannah#s K- Performing Arts
Academy as well.
$ro(lem I%entifi&ation
$eing in a data driven district, I have utili%ed a needs survey, concentrating on issues in
the classroom, hinderances toward learning, and needs teachers and staff may feel will
!enefit them in specific areas such as !ehavior, technology, and the home to school
connection. Though I opened the survey up to first grade teachers and support staff, I
received only nine responses. These however were from mainly certified teachers and a
couple of support staff.
Therefore, !ased on the a!ove mentioned criteria I noticed that many teachers are having
a pro!lem with !ehavior and classroom communication with home. This is e&tremely
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impactful for effective teaching. In many of the discussions, teachers complained of not
!eing a!le to !uild a strong connection with the parents. The needs analysis also !ac'ed
this up. (aving this strong connection is also vital, especially when concerning
assignments completed )or not* as well as what is going on in the classroom everyday. I
have decided to concentrate on utili%ation of a +e! . tool that has !een vital to my
class and adopted !y the district. This programapp trac's !ehavior, class and school
events, stories, and updates. It also allows instant te&ting and comments, which is vital to
meet those needs e&pressed !y teachers in the survey with 'eeping parents informed.
Stan%ar%s
IST, T -. $romote an% o%el Digital Citi/enship an% Responsi(ilit0
Teachers understand local and glo!al societal issues and responsi!ilities in an evolving digital
culture and e&hi!it legal and ethical !ehavior in their professional practices. Teachers/
!. address the diverse needs of all learners !y using learner-centered strategies and providing
e0uita!le access to appropriate digital tools and resources
c. promote and model digital eti0uette and responsi!le social interactions related to the use oftechnology and information
d. develop and model cultural understanding and glo!al awareness !y engaging with colleagues
and students of other cultures using digital-age communication and colla!oration tools.
IST, T1. ,ngage in $rofessional )ro2th an% 'ea%ership
Teachers continuously improve their professional practice, model lifelong learning, and e&hi!it
leadership in their school and professional community !y promoting and demonstrating the
effective use of digital tools and resources. Teachers/
a. participate in local and glo!al learning communities to e&plore creative applications oftechnology to improve student learning
!. e&hi!it leadership !y demonstrating a vision of technology infusion, participating in shared
decision ma'ing and community !uilding, and developing the leadership and technology s'ills of
others
c. evaluate and reflect on current research and professional practice on a regular !asis to ma'e
effective use of e&isting and emerging digital tools and resources in support of student learning
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d. contri!ute to the effectiveness, vitality, and self-renewal of the teaching profession and of their
school and community
Instr+&tional )oals
After teachers participate in this particular training, teachers will !e a!le and !ecome
familiar with/
• Participants will !e introduced to learning the varied uses for 1lass2o3o, specific
functions and capa!ilities, and its impact on the classroom. This will !e done
with introduction presentations and information.
• Participants will learn how to create an account for their class, add their students
and parent information, customi%e !ehaviors, and create invitations.
• Participants will learn how to create the homeschool connection and showcase
wor' and personali%ed student information concerning !ehavior with parents.
$art II: 'earner *nal0sis
Intro%+&tion
The primary audience reviewed in this analysis is comprised of certified teacher and
support staff for the 4st graders at Garrison Elementary "chool in the "avannah-1hatham
1ounty "chool "ystem. Those that are ta'ing part in the staff development consist of
nine certified teachers )including one GiftedEIP* as well as one paraprofessional.
,ntr0 Sills an% $rior 4no2le%ge
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All support staff )including all grades* that will !e participating have had technology
training on a variety of programs within the school. (owever, many have stated to me
that there is so much technology they need to 'now, they are loo'ing for something
simple and uncomplicated. This is vital for teachers to utili%e it with fidelity, so that
positive effect will !e shown over time. "'ills needed to fully understand an effectively
utili%e 1lass2o3o re0uire/
• $asic 'ey!oarding and computer s'ills
• Prior use of various programs such as +ord, E&cel, or other programs re0uired to
create a free account
• Previous use of running logs or !ehavior programs
After entry into the teaching profession at Garrison, these o!3ectives have !een e&panded
upon through various professional developments, !ut are still the main o!3ectives that
have a !earing on effective use of this program. Pre-testing was honestly not utili%ed for
this staff development though a needs survey and analysis was done. This was due to the
fact that the data from the needs analysis indicated that most have had a least minimal
e&posure to 1lass2o3o. Also, there were no teachers or support staff participating that
did not have the necessary computer s'ills to complete the 5ace to 5ace or 6nline "taff
2evelopment.
*ttit+%es To2ar% Content 5 otivation
Attitudes towards learning an application or program that would not only trac' !ehavior,
allow for instant communication with parents, and document ma3or class or school events
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or pro3ects to share were mainly all positive )seven out of nine or 7 percent* agreed they
would love to learn a!out it.
The main issue that I have found from interviews with the teachers is time. 8uch of the
technology they have had to learn has !een comple& and training has !een fast. 8any
complain that they forget, or do not have resources readily availa!le to refer !ac' to.
They would also li'e to utili%e something that is easy to learn, and intuitive.
$art III: Tas *nal0sis
Tas *nal0sis
I conducted the tas' analysis using a procedural analysis, since the understanding of
1lass2o3o re0uires a procedural tas's )or steps* that the participants need to learn. These
procedural tas's are needed in order to create a teacher and classroom account, add
students from the class, set up groups if necessary, customi%e !ehaviors and points, add
parent phone or email information, create invitations with parent and student codes,
adding notes and running reports, and access resources. I felt that using solely a
procedural analysis, would go into the procedural steps and thin'ing needed on the
participant#s part that might not !e fully e&plained using the topic analysis.
Tas *nal0sis O+tline
4. 1lass2o3o Introduction/ +hat is 1lass2o3o
4.4 Introduction, !enefits, and overview of 1lass2o3o
4. 5orms and Parent 9etters-"tudent and Parent Invites
4..4 Parent introduction letter and resources to 1lass2o3o
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. 1reating a class and 1ustomi%ing $ehaviors
.4 "igning up to create an account
.4.4 1hoose title/ Teacher, Parent, "tudent, or "chool 9eader
.4.4. 5ill in information, email address, and password.
.4.4.: 1hoose your school in your district and 3oin.
. 1reate a 1lass
..4 1lass name and grade
..4. Add students and avatars
..4.: 1ustomi%e positive and negative !ehaviors to fit
specific needs in the school or classroom.
:. Adding, "u!tracting points-Adding student notes
:.4 Awarding points to students and groups
:.4. "electing students or group of students to award or ta'e away points
!ased on specific !ehaviors already created.
:. Adding student notes and messages
:..4 1hec' word pro!lem for words or phrases such as in all, 3oin,
com!ine, all together, or plus.
:.: ;sing data for review and speciali%ed reports
:.:.4 Pull data reports for each child and customi%ation of those
reports.
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$art I: Instr+&tional O(je&tives
". ClassDojo Intro%+&tion: hat is ClassDojo;
a* Introduction, !enefits, and overview of 1lass2o3o
!* 5orms and Parent 9etters-"tudent and Parent Invites
. Creating a &lass an% C+stomi/ing
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$art I: *ssessments
'esson@
Instr+&tional
Strategies
)oals O(je&tives AD' *ssessments
'esson ":
5ocus is on
what
1lass2o3o is,
the !enefits in
the school and
classroom, and
introduction to
forms and
letters
e&plaining
1lass2o3o to
parents and
sta'eholders.
• Introduction,
benefts, and
overview o
ClassDojo
5orms and
Parent 9etters-
"tudent and
Parent Invites
O(je&tive ":
Introduce
1lass2o3o as a
+e! . tool
and cursory
uses.
"a. ?eview
information and
presentations
a!out
1lass2o3o.
"(. ?eview
introduction
material such as
parent letter and
information.
The lesson will
provide pictures
and
presentations to
appeal to all
modalities using
presentations as
well as print
items. This will
help in
recognition
)1A"T, inc.
)4@@@->*.
This will aid
participants
regardless of
need as
contained in
4.
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;29
philosophy.
'esson :
5ocus of this
lesson centers
around the
creation of a
personal
account )in this
case a teacher
account*
Procedure
s in
creation of
a teacher
account.
Addition of students and
groups that ma'e up the
participant#s class.
• 1ustomi%ation of
various positive and
negative !ehaviors
and s'ills.
• Adding parent email
and phone
information.
O(je&tive :
1reating a class
and
customi%ing
!ehaviors.
a. 1reate an
account.
(. Adding
students andor
groups.
&. $ehavior
and s'ill
customi%ation.
%. Adding
parent
information.
The lesson will
provide pictures
and
presentations to
appeal to all
modalities using
presentations as
well as print
items. This will
help in
recognition
)1A"T, inc.
)4@@@->*.
This will aid
participants
regardless of
need as
contained in
;29
philosophy.Also
general
4. Create a
Tea&her *&&o+nt/
As the main
assessment for this
lesson, participants
will !e as'ed to
create their own
account. They will
need to also
customi%e their
!ehaviors, input
students. )Parental
information can
wait, unless it is
readily on hand.*
Participants will
then send me an
invite to 3oin their
class for review.
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application
This will !e
tailored !y need
of each student
as contained in
;29
philosophy.
'esson 3:
Adding,
"u!tracting
points will !e
focused on, as
well as adding
student notes
for
documentation.
• Awarding points
to students and
groups.
• Adding student
notes and
messages.
•;tili%ation of data for
review and
speciali%ed reports.
O(je&tive 3:
Adding and
"u!tracting
points adding
student notes.
3a. Awarding
points to
students and
groups.
3(. Adding
student#s notes
and messages.
3&. ;tili%e data
for review such
as percentages
over time, and
customi%ation
of reports.
The lesson will
provide
simplified
procedural
steps, pictures
to support those
steps and
procedures as
well as conte&t,
recognition
)1A"T, inc.
)4@@@->*.
.
4. $oints an%
essages/
Participants will !e
given a test where
they are as'ed to
choose two students
in their class. They
are then as'ed to
add points and ta'e
points away in
differing degrees.
Be&t, participants
will !e as'ed to run
a report for each
student and email it
to me.
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'esson -
?ome@S&hool
Conne&tion
• Parent and
student invite and
codes
• 1lassroom story
feature
• Instant messaging
feature
• ?esources
O(je&tive -:
;tili%ing
1lass2o3o for
home and
school
connection.
-a. Parent and
"tudent invites
and codes for
use at home.
-(. 1reating a
classroom and
story timeline
to share with
parents.
-&. Instant
te&ting to gain
communication
with parents
0uic'ly.
-%. 5urther
resources that
are availa!le on
the we!site for
parents to use at
home.
The lesson will
provide pictures
and
presentations to
appeal to all
modalities using
presentations as
well as print
items. This will
help in
recognition
)1A"T, inc.
)4@@@->*.
1. Parent
Invites:
This
assessme
nt consists
o two
tasks.
Participant
s will be
iven a
test where
the! are
asked to
write the
proper
se"uence
in steps
on how to
print out
student
and
parent
invites.
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The! are
then to
choose
two class
students
to print
out actual
invites or
those
students.
#e$t,
participan
ts will be
asked to
run a
report or
each
student
and email
it into the
%&'.(. Instant
Messagin
g
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Assessm
ent)
Participants will !e
as'ed to choose one
student from their
dummy class at their
start screen. The
parent information
for this student will
!e my smartphone.
They will then
create a message
and send it to me.
*ssessment ,6amples
The assessments that I have created are performance !ased and I want participants to !e
a!le to demonstrate the 'ey concepts they learn and use that information to effectively
use 1lass2o3o in their classrooms and with their parents. At the end of the unit,
participants should !e a!le to demonstrate what they have learned and should !e a!le to
correctly use 1lass2o3o !y setting up their account, adding their students and groups,
customi%ing !ehaviors, adding and su!tracting points. $y completing these tas's, this
not only shows whether they have understood the processes in using 1lass2o3o, !ut also
follows the ;29 !y giving multiple methods and tas's that fit each learner.
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4* $art I: Instr+&tional SeB+en&e
SeB+en&e Des&ription O(je&tive
4 5ocus is on the !enefits of 1lass2o3o, proper uses,
resources, and how it is utili%ed.
4
Account 1reation
: Adding and "u!tracting Points :
< (ome 1onnection and Instant 8essaging <
This se0uence !uilds on concepts of learning-related se0uencing and order. The learner
will proceed through each lesson, !uilding on 'ey strategies learned from the last. This
re0uires the instructor and participant to follow a logical and scaffolding progression
when completing the o!3ectives and tas's that will !e set out in the lessons.
$art II: Design of Instr+&tion
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'esson@
Instr+&tional
Strategies
)oals O(je&tives AD' *ssessments
'esson ":
5ocus is on
what 1lass2o3o
is, the !enefits
in the school
and classroom,
and
introduction to
forms and
letters
e&plaining
1lass2o3o to
parents and
sta'eholders.
•Introduction,benefts, and
overview o
ClassDojo
5orms and Parent
9etters-"tudent and
Parent Invites
O(je&tive ":
Introduce
1lass2o3o as a
+e! . tool and
cursory uses.
"a. ?eview
information and
presentations
a!out 1lass2o3o.
"(. ?eview
introduction
material such as
parent letter and
information.
The lesson will
provide pictures
and
presentations to
appeal to all
modalities
using
presentations as
well as print
items. This will
help in
recognition
)1A"T, inc.
)4@@@->*.
This will aid
participants
regardless of
need as
contained in
;29
philosophy.
4.
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'esson :
5ocus of this
lesson centers
around the
creation of a
personal
account )in this
case a teacher
account*
Procedure
s in
creation of
a teacher
account.
Addition of students and
groups that ma'e up the
participant#s class.
• 1ustomi%ation of
various positive and
negative !ehaviors
and s'ills.
• Adding parent email
and phone
information.
O(je&tive :
1reating a class
and customi%ing
!ehaviors.
a. 1reate an
account.
(. Adding
students andor
groups.
&. $ehavior and
s'ill
customi%ation.
%. Adding parent
information.
The lesson will
provide pictures
and
presentations to
appeal to all
modalities
using
presentations as
well as print
items. This will
help in
recognition
)1A"T, inc.
)4@@@->*.
This will aid
participants
regardless of
need as
contained in
;29
philosophy.Also
general
application
4. Create a
Tea&her *&&o+nt/
As the main
assessment for this
lesson, participants
will !e as'ed to
create their own
account. They will
need to also
customi%e their
!ehaviors, input
students. )Parental
information can
wait, unless it is
readily on hand.*
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This will !e
tailored !y need
of each student
as contained in
;29
philosophy.
'esson 3:
Adding,
"u!tracting
points will !e
focused on, as
well as adding
student notes
for
documentation.
• Awarding points
to students and
groups.
• Adding student
notes and
messages.
• ;tili%ation of data for
review and
speciali%ed reports.
O(je&tive 3:
Adding and
"u!tracting points
adding student
notes.
3a. Awarding
points to students
and groups.
3(. Adding
student#s notes
and messages.
3&. ;tili%e data
for review such as
percentages over
time, and
customi%ation of
reports.
The lesson will
provide
simplified
procedural
steps, pictures
to support those
steps and
procedures as
well as conte&t,
recognition
)1A"T, inc.
)4@@@->*.
.
4. $oints an%
essages/
Participants will !e
given a test where
they are as'ed to
choose two students
in their class. They
are then as'ed to
add points and ta'e
points away in
differing degrees.
Be&t, particpants
will !e as'ed to run
a report for each
student and turn it
into the "8E.
'esson - • Parent and O(je&tive -:
;tili%ing
The lesson will *. Parent
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?ome@S&hool
Conne&tion
student invite and
codes
• 1lassroom story
feature
• Instant messaging
feature
• ?esources
1lass2o3o for
home and school
connection.
-a. Parent and
"tudent invites
and codes for use
at home.
-(. 1reating a
classroom and
story timeline to
share with
parents.
-&. Instant te&ting
to gain
communication
with parents
0uic'ly.
-%. 5urther
resources that are
availa!le on the
we!site for
parents to use at
home.
provide pictures
and
presentations to
appeal to all
modalities
using
presentations as
well as print
items. This will
help in
recognition
)1A"T, inc.
)4@@@->*.
Invites:
This
assessme
nt
consists
o two
tasks.
Participan
ts will be
iven a
test
where
the! are
asked to
write the
proper
se"uence
in steps
on how to
print out
student
and
parent
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invites.
The! are
then to
choose
two class
students
to print
out actual
invites or
those
students.
#e$t,
participan
ts will be
asked to
run a
report or
each
student
and turn
it into the
%&'.+. Instant
Messagi
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ng
Assessm
ent)
Participants will !e
as'ed to choose one
student from their
dummy class at
their start screen.
The parent
information for this
student will !e my
smartphone. They
will then create a
message and send it
to me.
$art III
At the end of the online course, I will conduct learner evaluation using a
customi%ed survey of multiple choice 0uestions.
S+rve0 for 'earner:
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4. After finishing the online course on 1lass2o3o, do you thin' you understand how
to use this program successfully in the classroomC
a. yes !. somewhat c. no
. 2id you find this online course to !e easy to understand and follow along withC
a. yes !. somewhat c. no
:. (ow confident are you after ta'ing this course on !eing a!le to utili%e all aspects
of 1lass2o3oC
a. yes !. somewhat c. no
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7. ;sing all these strategies learned in this course, are you now confident you can
teach others how to use this programC
a. yes !. somewhat c. no
. +hat was your favorite thing a!out this online courseC
@. +hat was the hardest thing a!out this online courseC
4. Is there anything in the course that you would changeC
S+rve0 for S,
4. After completion of the online course on word pro!lems, do you thin' all content
was present and given to the learner in a se0uence that was appropriateC If no,
please e&plain.
. 2id the o!3ectives set out in the online course conform to I"TE "tandards,
covering all information needed to !e presented set forth !y GeorgiaC
:. +ere principles of ;29 apparent in the content of the courseC If no, which areasC
. "hould anything !e added or ta'en away from the online courseC
D. +hat are your suggestions to ma'e this online course !etter for the learners or for
the teacherC
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After the students have ta'en their surveys, I will loo' at the surveys using 0ualitative
analysis for each 0uestion. Also, I will ta'e a loo' at what the "8E )myself or future
teacher#s of this course* stated in the survey. The results from the 0ualitative analysis and
feed!ac' from the "8E will drive any corrections, amendments, or augmentations
necessary for a more effective online course.