Santi Sere - DTTP

8/10/2019 Santi Sere - DTTP

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DistrictTechnology

Training

PlanA Look into Implementing

Active Inspire Features to

Create Engaging and Interactive

Lessons

By Santiago Sere


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The District:

As one of the largest counties in the Washington Metropolitan area Montgomery County

Public Schools (MCPS) services thousands of students. In fact, according to MCPSswebsite,

this county is the 17thlargest district in the U.S. and it is the largest in Maryland (n.d.). MCPS

educates a total of 154,153 students on a daily basis. Students speak more than 138 languagesand come from 157 countries (MCPS, n.d.). There are a total of 133 elementary school that teach

70,028 students, 38 middle schools that teach 32,467 students, 25 high schools that teach 45,277

students, one Career and Technology Center and five special schools (MCPS, n.d.). In total, there

are 202 schools teaching students from many different ethnicities. The demographic breakdown

in MCPS are the following:

Of the 154,153 students in the county, 35% receive Free and Reduced Meals (FARMS),

13.3% are English Speakers of Other Languages (ESOL) and 11.7% of students receive special

education services (MCPS, n.d.). These students and all the other ones need the best education

that the county can provide. A way to do this is by incorporating technology into daily

instruction. That means that within MCPS there are 202 schools where technology needs to be

used.

The Problem:

This county services the 17thlargest district in the country but lacks proper teacher

training when it comes to technology. In order to determine the needs and the problems thatteachers are having, I have created the following form for them to complete. This will give me

invaluable data as to how best to proceed. Below on Figure 1, one can see a screenshot of the

form. The forum itself can be found using the following link:Technology Concerns.

This technology teaching plan was designed to tackle one of the issues that teachers have

shared during my stay at MCPS. The district does a wonderful job supplying them with

technology; most classes have a Promethean board at the elementary school level. The problem

32%

27%

21%

15%5%

MCPS's Demographic

Breakdown

White

Hispanic/Latino

Black or AfricanAmericanAsian

Other*

Graph 1 -*Two or more races OR American Indian or Alaskan Native

OR Native Hawaiian or other Pacific Islander.

3%

46%

21%

30%

Students in Divisions

Pre-K

Elementary

Middle

High
https://docs.google.com/forms/d/11uGddhIMaiv5E11ebIMJSnaIqIj9sXzxfAmEIbyFzIY/viewform?usp=send_form#start=openformhttps://docs.google.com/forms/d/11uGddhIMaiv5E11ebIMJSnaIqIj9sXzxfAmEIbyFzIY/viewform?usp=send_form#start=openformhttps://docs.google.com/forms/d/11uGddhIMaiv5E11ebIMJSnaIqIj9sXzxfAmEIbyFzIY/viewform?usp=send_form#start=openformhttps://docs.google.com/forms/d/11uGddhIMaiv5E11ebIMJSnaIqIj9sXzxfAmEIbyFzIY/viewform?usp=send_form#start=openform


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lies with teachers not knowing how to use them appropriately and effectively. Despite being

given this fantastic hardware, teachers are not familiar with Active Inspire and how to teach the

different subjects appropriately. This is especially true with elementary school teachers who

teach all subjects. Teachers in the elementary school level have expressed concern with the

concept of applying and using the technology in each subject. This plan is designed to help them

get a better understanding of the tools and the ways that the Promethean Boards can help themteach the different subjects. Teachers have shared frustrations that money is being invested in

great tools but are not being taught how to use it in order to meet the students needs. Theyclaim

that the Promethean Boards are being used as a regular board with none of its interactive features

being explored or used. These hardware is being used to teach the same why as in the past and is

not servicing students who have special needs or who have different learning modalities. These

boards have the capacity to have students get up and collaborate in front of the classroom with

the board but unless teachers know how to create flipcharts and use them appropriately, these

boards will remain as very expensive white boards.

The Needs:

In order to address our teachers concerns, the district should create different workshops

that show and teach teachers how to effectively integrate their Promethean Boards into the

different subjects they teach. Using the results from the survey (I had five teacher friends in the

county take it), this is more evident. They share an excitement to have the opportunity to have

the boards but are not sure how to begin working with them with the little training they have

received. According to the results of the survey, all teachers who partook in the form expressed

interest in attending workshops that dealt with specific subjects. The average response regarding

the question of how comfortable they feel about using the Promethean board showed that they

are at a 2 (one being low and five being high). Two responses showed that they wanted the

district to provide more opportunities to learn how to use the Promethean Board. Even more so,teachers answered that their comfort zone using Active Inspire was at a 1 (again, one is low and

five is high). This is not what we want our teachers to feel about the technology available. We

want them to feel excite and energized when using this tool, not be uncomfortable or put down

about it. They are not going to start using the boards effectively unless they feel that they are

trained and can meet our students needs with them.

Based on the results from the teacher survey, the ten items they would like training on are

the following (listed from most important to least important):

1. How to create lessons for math using technology

2. How to create lessons using the Promethean board for Science and Social Studies

3. How to create engaging and interactive lessons using the Promethean Board

4. Better training on how to incorporate the Promethean Boards specifically

5. Training on how to begin to incorporate technology in the classroom

6. How I can use adaptive technology to better meet the students needs

7. How to use technology to communicate with parents

8. How to use technology to assess (formative and summative)

9. How to use technology to collaborate with other teachers


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10.Where they can get resources for the Promethean Board

Workshops proposed on this Technology Training Plan will address many of the

demands that teachers have. It is important to note, that teachers want more training in regards to

making lessons and flipcharts more engaging and appropriate in their different subjects.

The Audience:

Teachers come with different experiences and backgrounds and have various talents,

however struggle with technology as it is constantly evolving. Keeping up with new features and

trends can be time consuming and very frustrating.

These workshops are designed for anyone and everyone with some background

knowledge on how to use Promethean Boards and Active Inspire. Time will not be spent

exploring the basic features of the board like using text, adding shapes or even calibrating the

board (though it might be reviewed in passing). Teachers who struggle with technology might be

a bit overwhelmed. It is expected for teachers that attend the workshops that they possess some

basic skills with Word, Excel, PowerPoint and e-mail. The workshops were created and intendedfor teachers or anyone who works directly with the students in an academic way. This includes

homeroom teachers, specialists, paraeducators, etc. This audience will get the most meaning out

of these workshops as they will explore how to best use Promethean Boards and Active Inspire

in a way that can allow all students to partake in learning. Teachers who teach all subjects

(reading, writing, math, science and social studies) are encourage to come as the combination of

the five workshops will give them tools that they can apply to different subjects. For instance,

what they learn in the social studies workshop can also be applied and adapted to a lesson in

science. Although all teachers form all grades are welcome to come, these workshops are

intended for elementary school teachers based on the skills and the topics discussed.

Experience level in teaching does not matter. Technology can overshadow the many ofexperience that a veteran teacher has under their belt as it is constantly changing. Veteran

teachers, new teachers and anything in between are encouraged to partake in this training.

Administration and other staff is also welcome to join. Administrators and the IT people

at schools are encouraged to attend as they can support teachers when troubleshooting problems

or when technology decides to stop cooperating in any way.

Most importantly, these workshops and training are meant for anyone who is willing to

keep an open mind and try new things that will help their students access the curriculum.

The Goal/Objectives:

The goal of this training plan is to get teachers using the technology in their classrooms

appropriately and effectively. A large focus will be spent on what that looks like for each

subject: reading, writing, math, science, and social studies.


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The last important role is for teachers to learn that technology is a tool that should be

used when necessary and not for the sake of using it. It should be purposeful and appropriate to

the students and to the subject being covered. Teachers will hopefully begin seeing the

Promethean Board as a learning tool that will engage their students in interactive and hands-on

learning experiences.

In teacher terms: By the end of the training teachers will

Be able to create hands-on learning flipcharts for each academic subject

Be familiarized with the basic features that Active Inspire provides

Be familiarized with subject specific features provided by Active Inspire

Be able to apply specific Active Inspire features to specific subjects.

Use their board in a more meaningful and appropriate way

Begin thinking of ways to use the board in their own classroom

Content:

The five workshops will include

Title of

Workshop

Subject

Areas

Covered

Description Skills or Topics

Active

Reading with

the Revealer

Tool

Reading In this workshop, teachers will explorethe use of the editing functions as wellas the revealer tool to have studentsdevelop active reading skills. Activereading is a tool that helps studentsconnect with the text in a more

meaningful way. Teachers will leave theworkshop with knowledge on how touse the features provided by ActiveInspire to help students actively read.

DesktopFlipchart

Copy-Paste

Revealers andtype of revealers

Pen feature

Highlighterfeature

Interactive

Features

Writing In this workshop, teachers will explorehow to add interactivity into theirflipcharts by hiding elements, creatingpathways and using translucency to keepstudents engaged through the lesson.Teachers will apply these features into awriting class by exploring how they fitinto different topics.

Hidden

Translucency

Pathways

Linking

Which User to

Use

Math In this workshop, teachers will use pre-set user created by the Active Inspiredevelopers in order to access math toolsthat are available. Not many teachersknow but all the great manipulatives thatthey use in the classroom are available

User Feature

Math features

Calculator

Dice

Protractor

Ruler


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to them digitally as well. This is afantastic way to bring something backinto the abstract after makingconnections physically.

Shapes

Assessing with

ActiVotes

Social

Studies

In this workshop, teachers will learn and

be able to use Active Votes to assessstudent understanding. Teachers createquizzes using the button features and theuse of the hardware.

Assessment

Magic Pen Science In this workshop, teachers will use themagic pen feature to create engaginglessons. Students will want to come tothe board, helping students focus and beable to control their behavior better.

Layers

Magic Eraser

Instructional Strategies:In order to cover the materials in the workshops, I will use small group and large group

instruction. I will address the whole group as a whole and then have them practice the skills

together in smaller groups. It will be led as more of a hands-on lecture with student participation.

They will be able to come up to the board and do things at their stations while I do things at the

main board. Each station will have a computer with the Active Inspire software installed.

I have attended workshops where people have spoken at me without giving me the

opportunity to apply any of the concepts and skills we were learning about. This method was

very ineffective for me as I was not able to apply hence remember the notes and information

learned. I have gone to workshops where people have done a lot of speaking while providing me

the opportunity to play and interact with the information that was presented. I found these

workshops very useful and effective. Unfortunately, I have also gone to workshops where the

presenter spoke to us as if we were elementary school students. It felt condescending and very

unnecessary. They used tools like read aloud stories they created to engage us.

My workshops will have a lot of hands-on activities as well as discussion as to how we

can apply it to the specific subject and to other subjects taught.

Sample five Day workshop


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Technology Workshops Lesson Plan

Santiago Sere Active Reading with theRevealer and Other Tools

Day 1

Subject

Reading

Prerequisite Knowledge

Copy-paste

Active Inspire flipchart open Opening files on the computer

Content:In this workshop, teachers will explore the use of the editing functions as well as the revealertool to have students develop active reading skills. Active reading is a tool that helps studentsconnect with the text in a more meaningful way. Teachers will leave the workshop withknowledge on how to use the features provided by Active Inspire to help students actively read.

List of objective for this lesson

Teacher will be able to use editing features to make annotations in text.

Teacher will be able to model active reading by applying and using Active Inspire

features. Teacher will be able to use the following features in order to help students with active

reading:o Desktop flipchartso Revealer types and featureso Pen feature (size and color)o Highlighter feature (size and color)

How will you teach the lesson?

1. (0:0010:00) Model/Volunteers: The workshop will begin by asking member in theaudience to volunteer to read a passage of text. The passage will be roughly about 5 to 10

sentences. This passage will be very well written and intended for a physics classroom toillustrate how some of our students feel when they read texts. It doesnt make sense tothem. After discussing the meaning of the text and if anyone was able to understand it,we will draw the comparison to what our students feel. Active reading will then beintroduced as a way to break down the readings and makes sense of the text byhighlighting, underlining and narrowing in on specific sentences. Model that with thepassage using the Active Inspire tools (highlighter, pen, revealer)

2. (10:0030:00) ToolsPass out the notes and show them where they can find eachmaterial on the board. For the revealer teach them how to add it to the main screen (toolsmore toolsfind the revealerclick addit will be on the dash board). Show themseveral times slowly while using the features. Discuss the importance of students

highlighting and annotating the text. Show them different ways to do it. Stress that theway they choose needs to make sense for their students. Maybe they highlight unknownwords and circle main characters and their attributes. Or maybe they highlight maincharacters and circle unknown words. Either way, it needs to make sense for the teacherand the students.

3. (30:0040:00) Practice - Allow time to practice in each small group. Groups will bemade up of 2 -4 teachers. Make sure they each have a turn to try it out in their computers.Have them look for some text online (preferably a text they would use with their


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students) and copy paste it into a flipchart. They might have to do some editing to make itfit the screen in Active Inspire. They should be discussing ways they would have theirstudents annotate the text. Which way is better? Why? Is therere a better method? All

directions will on the main flipchart created by me.4. (40:0045:00) Desktop flipchartShow the teachers what and how to use the desktop

flipchart. They dont always have to copy paste as they can simply have the text behindthe flipchart open so that all they have to do is press the desktop flipchart feature. Thiswill result in the background leaving and having whatever software or screen behindActive Inspire show up. From there, all the features can be used just as well as on theflipchart.

5. (45:0050:00) PracticeTeachers will practice looking for text online and saving it ontheir desktops then opening it and using the desktop feature.

6. (50:0060:00) Exit Ticket/ApplicationAsk the teachers to brainstorm several waysthat they can apply the features taught in the workshop to OTHER subjects. How can therevealer tool be useful in social studies? Or how can the highlighter tool be useful inmath. Teachers will share their answers aloud as a whole group.

7. QuestionnaireBefore they leave ask them to fill out a questionnaire sharing theirthoughts about the workshops.

Make sure that teachers are constantly coming up to the board and interacting with it. Also

stress the importance and value of having students coming up to the board

Additional Materials and how you will use them

Notes sheetContains information about what and how to use each feature discussed inthe workshop. It also has a manual on how to add other features to the dashboard.

Evaluation Strategies

Questions asked throughout the presentation

Informal assessment as I walk through the groups

Questionnaire at the end


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Santiago Sere Interactive Features in Writing Day 2

Subject

Writing


Editing features from Active Inspire

Basic understanding of layers

ContentIn this workshop, teachers will explore how to add interactivity into their flipcharts by hidingelements, creating pathways and using translucency to keep students engaged through the lesson.Teachers will apply these features into a writing class by exploring how they fit into differenttopics.


Teachers will be able to create more interactive and engaging lessons by using andapplying hidden objects.

Teachers will be able to create more interactive and engaging lessons by using andapplying pathways to make things move from outside of the screen.

Teachers will be able to create more interactive and engaging lessons by using the

translucency feature.How will you teach the lesson?

1. (0:0010:00) ModelPass out butterfly notes. Have the flipchart open and model alesson about the life cycle of a butterfly. The flipchart contains hidden objects, pathwaysand notes that teachers needs to take. After the lesson, ask the teachers if they were moreengaged than if they had to copy down notes. Ask them if they are able to say why?

2. (10:0025:00/30:00) Guided PracticeShow them how to create an object and thenusing the hiding tool, hide it. As you show them on the board, groups are doing the samething on their computer. Put an object on the boardclick viewcontrol browserfindand click Actionsclick on the object that needs to be hidden - find Hidden from the leftcontrol panel (in actions)click apply. Whenever the object gets clicked on it will

disappear or appear.3. (25:00/30:0035:00) PracticeHave them decide a topic or lesson that they can create a

flipchart for using the hidden feature. The flipchart should contain two slides.4. (35:0045:00) PathwayShow them the pathways by referring back to the model

flipchart at the beginning of the workshop. Teach them how to use it (they can alsoreference their notes sheet with the information): click on the objectcontrol bpropertiesrestrictorscan move freely make it horizontal or verticalapply. It cannow only move one way depending on the one that was chosen. Have them add thisfeature to one of the objects in their already created flipchart.

5. (45:0050:00) TranslucencyShow them how translucency works based on the modelflipchart. Click on the objectright click until you find the icon label translucency

change the translucency by moving the cursor left or right.6. (50:0060:00) Exit Ticket/ApplicationAsk the teachers to brainstorm several ways

that they can apply the features taught in the workshop to OTHER subjects.7. QuestionnaireBefore they leave ask them to fill out a questionnaire sharing their

thoughts about the workshops.




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Butterfly notes sheet. Used to show an engaging and interactive lesson and to begin thediscussion as to why these features matter and can make a difference

Notes sheetContains information about what and how to use each feature discussed inthe workshop. It also has a manual on how to add other features to the dashboard

Evaluation Strategies Questions asked throughout the presentation




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Santiago Sere Which User to Use Day 3

Subject

Math


Opening a flipchart

Editing features in Active Inspire

ContentIn this workshop, teachers will use pre-set user created by the Active Inspire developers in orderto access math tools that are available. Not many teachers know but all the great manipulativesthat they use in the classroom are available to them digitally as well. This is a fantastic way tobring something back into the abstract after making connections physically.


Teachers will be able to use different tools in the dashboard depending on the subjectbeing taught by selecting the correct user

Teachers will be able to use and apply math tools into their math flipcharts to makelessons more meaningful and engaging.

Teachers will be able to use and include the following tools in their math flipcharts:

o Calculatoro Protractoro Diceo Rulero Compasso Etc.


1. (0:0010:00) ModelUsing the basic flipchart created have teachers solve thefollowing operations while using the physical materials (rulers, protractors, calculators,dice). Ask them what the limitations of using these physical tools are when addressing alarge class of 25-30 students (not everyone can see them, they may not have enough for

everyone, etc.). Tell them that all those tools can be used when using Active Inspire onthe board. They have to: look on the dashboard for the icon that looks like an ID (it isclose to the top right corner)click on itchange to math - see how the math toolsappear with that simple switch. It takes less than 10 seconds.

2. (10:0020:00) DiscussionOpen new flipchart and how them how each tool can bechanged and adapted to whatever unit they are using. The flipchart contains lessons on:probability (dice and flipping coin), measurement (ruler), geometry (protractor),multiplication (calculator).

3. (20:0040:00) PracticeTeachers will create a flipchart for a unit of their choice. Theymust use one or more math features in the flipchart in a meaningful and engaging way.

4. (40:0050:00) ShareTeachers share their flipcharts with other teachers to learn from

each other.5. (50:0060:00) Exit Ticket/ApplicationAsk the teachers to brainstorm several ways

that they can apply the features taught in the workshop to OTHER subjects. They shouldchange the user to other subjects to see what they can create. Tell and show them howthey can create their own user that has the features they use the most.



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Basic flipchartUsed to show how mundane and impractical using physical tools cansometimes be

Flipchart with math contentUsed to demonstrate the practical and ease of use for eachmath tool







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Santiago Sere Assessing with ActiVotes inSocial Studies

Day 4

Subject

Social Studies


Basic Active Inspire

Active Inspire text feature Active Inspire Browser

Content

In this workshop, teachers will learn and be able to use Active Votes to assess studentunderstanding. Teachers create quizzes using the button features and the use of the hardware.


Teachers will be able to assess students in their lessons by using Active Votes

Teachers will be able to make quick assessments and tailoring lessons by using ActiveVotes


1. (0:0020:00) ModelDo a quick lesson on the history of Columbus (who he was,where he was from, for whom did he sail for, the three ships, etc.). Pass out quiz and haveteachers take it. After completing it, pass out the active votes and have them do the samequiz. Read the questions aloud and model how to properly use the eggs (active votes).

2. (20:0035:00) LessonShow the teachers how to use the active votes and createquestions. Right click anywhere on the flipchart and select Insert Question. Choose thetype of question you want and pick the template you want. Click next and type in yourquestion in the text box and answers towards the bottom (scroll down). Decide what theright answer is by selecting it. Finish and it should be done. The last thing you want to dois to click on the green arrow on the dashboard. This shows that there is a live questionthat students can respond to. Once you click it, students can start voting. Repeat this

several times and ask participants to come up to the board and create their own question.Learning from one another is equally important.

3. (35:0045:00) PracticeTeachers create their own quiz by using the notes and thedirections on the board. The quiz must have at least 5 questions and should vary in type.

4. (45:0050:00) CarrouselTeachers walk around and check out each others quizzes.5. (50:0060:00) Exit Ticket/ApplicationAsk the teachers to brainstorm several ways

that they can apply the features taught in the workshop to OTHER subjects. Can this beapplied to math? Science? Language arts? How?





Paper quizUsed to show how traditional and nerve wracking quizzes can be.

FlipchartUsed to show how to use the activotes.

Notes sheetContains information about what and how to use each feature discussed in


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the workshop. It also has a manual on how to add other features to the dashboard

Video




http://www.youtube.com/watch?v=bHX55VkUkowhttp://www.youtube.com/watch?v=bHX55VkUkowhttp://www.youtube.com/watch?v=bHX55VkUkow


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Santiago Sere Magic Pen in Science Day 5

Subject

Science


Active Inspire simple features

Property browser in Active Inspire

Shapes in Active Inspire

Content

In this workshop, teachers will use the magic pen feature to create engaging lessons. Studentswill want to come to the board, helping students focus and be able to control their behaviorbetter.


Teachers will be able to create interactive flipcharts in order to engage students by usingthe magic pen feature.

Teachers will be able to apply the magic pen feature to other subjects.

How will you teach the lesson?1. (0:0010:00) ModelUse the simple flipchart created to teach a lesson about moon

phases. Discuss if this was an effective lesson, why or why not. Go to the next slide anddo the same lesson. This time, have participants come up to the board move the magiceraser. Discuss the difference between the two lessons. How does the magic ink make itmore engaging?

2. (10:0030:00) LessonThis takes time and patience as it is involved. Show them firstquickly and the do it again slowly how to use this feature. How to do it: first go towww.prometheanplanet.comand search for magic eraser pack. It will downloadautomatically. From there open a flipchart and use control B to open up the browser goto multimedia and search magic eraser and add the one you like. Write the text that you

want to hide on the white space and place a shape of your choice on top of it. Open up thecontrol browser and click on the third icon at the top called layers. Click on the shape anddrag it to the top layer. When you hover over the box with the magic eraser, it will makethe box disappear revealing the hidden text. You might have to do this several times withdifferent objects to make disappear.

3. (30:0050:00) Guided PracticeHave teachers create a flipchart (each teacher creates apage while supporting each other) on a topic in science they will cover. It can be humanbody, water cycle, adaptations, etc. As they work, walk around helping them with thesteps. Despite the steps being on the board, it is important to hear them out.

4. (50:0060:00) Exit Ticket/ApplicationAsk the teachers to brainstorm several waysthat they can apply the features taught in the workshop to OTHER subjects. They should

change the user to other subjects to see what they can create. Tell and show them howthey can create their own user that has the features they use the most.



http://www.prometheanplanet.com/http://www.prometheanplanet.com/http://www.prometheanplanet.com/


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FlipchartUsed to show how slow and disengaging lessons can be and then to compareit when using the magic erasers.


VideoEvaluation Strategies



http://www.youtube.com/watch?v=YoR9LHxlXGwhttp://www.youtube.com/watch?v=YoR9LHxlXGwhttp://www.youtube.com/watch?v=YoR9LHxlXGw


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Materials:

Here are two videos that I would use and include in my notes sheet for teachers to view at their

own pace if they get stuck:

Magic EraserVideo

ActivoteVideo

The following flipchart will be used in the science workshop. It was retrieved from Promethean

Planet and was created by Manuel Herrera. Below are some screenshots:

Field Test:

In order to ensure that my workshop will go as planned, I would like to gather a few of

my colleagues and present the workshops to them. This groups would be composed of both

technology savvy teachers and teachers who are struggling with the basics. This way, I can

gather data from both groups and make changes based on the results. This would be done at least

a week in advanced to ensure that enough time is available to make the adjustments to the

lessons as well as the materials needed for them.

The field test would generate great feedback that I could then turn to adjustments tobetter communicate the information in the workshops. Depending on how the first test went, I

would consider doing a second one to see if the revisions made were effective. I would use a

different group of teachers to see how the two workshops (pre-test and post-test) compare. The

field test would take place after school for a 45 minutes to an hour (the length of the workshop)

to make sure that enough time is allotted to the material covered. This would be a good

opportunity to see if the training materials work of if they too need to be altered in any way.
http://www.youtube.com/watch?v=YoR9LHxlXGwhttp://www.youtube.com/watch?v=YoR9LHxlXGwhttp://www.youtube.com/watch?v=YoR9LHxlXGwhttp://www.youtube.com/watch?v=bHX55VkUkowhttp://www.youtube.com/watch?v=bHX55VkUkowhttp://www.youtube.com/watch?v=bHX55VkUkowhttp://www.youtube.com/watch?v=bHX55VkUkowhttp://www.youtube.com/watch?v=YoR9LHxlXGw


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Revision:

Based on my field test, I would make revisions accordingly. For example, if my

colleagues were not able to keep up, it is feedback for me to either slow down or decrease the

amount of information I have. On the other hand, if they we were able to accomplish everything

before the time was over, I would make sure to have follow-up or extensions to make thingsmore challenging. Either way, I would use the feedback that I received from my colleagues to

make adjustments as need to ensure that my workshops are valuable.

Evaluations:

As part of my workshop, I would require/request that the teachers create a final product

showing me that they were able to use the features in the way asked. Assuming that teachers

were able to complete the flipchart demonstrating the features, I would consider the workshop a

success. I would also use the exit ticket to determine if they understood and could apply the

features to other subjects. In the exit ticket, attendees are asked to apply the knowledge gained in

the workshop to a different subject they teach. If they are able to do this, the workshop was a

success.

I would also ask them to complete a quick questionnaire in the flipcharts they are asked

to create. At the end of their flipchart, I would have them answer a few questions about the

effectiveness of the workshop, how clearly the information was communicated, if they feel more

comfortable using this tool now and if they have any suggestions to improve the next workshop.

Lastly, as in teaching, there are numerous ways to informally assess how the students are

doing. Depending on informal assessments, I would adjust on the spot to make sure that the

audience was receiving the information needed.

Summative Evaluation:

In order to assess the overall quality of the workshops, participants would be asked to

complete another survey about their experience. This data will share their perspective and what

they thought about it all: did it go well? Was it useful? What needs to be changed? What worked

well? How to improve the workshops? Etc.

Another part of the evaluation will come from the presenter. This will include a reflection

after each workshop to see what the positives and negatives were. A delta sheet should be

completed to record what needs to be changed for future workshops or to improve the ones done.

This report will also include information about the technology: did it all work? Did the

technology run smoothly? Were there any incidents? If so, were they resolved? How?

It would be fantastic to include an outsider (not participants or presenter) to take a survey

and share their thoughts about how the workshops went. This information could come from an

administrator.

With these three pieces of information, the presenter will have a better idea about how the

workshops went and what needs to be altered.


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Budget:

The budget for the workshops includes the following categories: transportation, instructor

time, and materials used (papers, printing, etc.). Regardless of the size of the audience, the

workshops would take place at a school where a Promethean Board is present such as a computer

lab or the media center. These workshops require teachers to use laptops or computers so thevenue must either have to have computers available or teachers MUST bring their own laptops.

The transportation cost includes transportation to and from the venue. The instructor time cost

includes two hours: half an hour to prep before the workshop, the hour in the workshop, and the

half hour after the workshop for a follow-up Q&A. The materials cost includes all the printing

and ink used to create the directions and worksheets for the presentation. This budget is PER

workshop and is as follows:

Item Amount

Transportation $50

Instructor Time $80 (for two hours

per workshop)Materials $5075

Total $180205

In order to meet the budget, a minimum of ten participants need to attend at a cost of $20

per person. This ensure that a minimum of $200 are available to cover all costs. Again, this

budget is per workshop so if teachers plan on attending the five workshops, they would have to

pay $100.

Follow--up:

The follow-up to the workshop will present the participants with information they wouldneed to review the material covered.

The day after the training, participants will receive an email with bullet points containing

the information covered in the workshops. These notes will include step by step instruction on

how to use each feature and what each feature allows. They will also be send a link where they

can access a quick and to the point recorded version of the workshop and any materials used in

it. This way, they can access the information when necessary in case that they forget the

information presented or if they want to review it during their free time.

Participants will also receive monthly emails asking them of topics for future workshops.

This will provide direct feedback from the teachers to see what they need training on and whattheir interest and needs are. Of course, they will be able to unsubscribe from the list serve. In this

email, participants will also receive tips on how to apply new features that will make their

lessons more interactive and engaging as a way for them to continue to develop their skills.

These tips would be enough to entice them and for them to sign up for future workshops.


20/20

References

MCPS. (n.d.) Montgomery County Public School: Schools highlights. Retrieved September 28,

2014 fromhttp://www.montgomeryschoolsmd.org/about/

Sere, S. (2014). Technology concerns survey. Retrieved from

https://docs.google.com/forms/d/11uGddhIMaiv5E11ebIMJSnaIqIj9sXzxfAmEIbyFzIY/viewform?usp=send_form
http://www.montgomeryschoolsmd.org/about/http://www.montgomeryschoolsmd.org/about/https://docs.google.com/forms/d/11uGddhIMaiv5E11ebIMJSnaIqIj9sXzxfAmEIbyFzIY/viewform?usp=send_formhttps://docs.google.com/forms/d/11uGddhIMaiv5E11ebIMJSnaIqIj9sXzxfAmEIbyFzIY/viewform?usp=send_formhttps://docs.google.com/forms/d/11uGddhIMaiv5E11ebIMJSnaIqIj9sXzxfAmEIbyFzIY/viewform?usp=send_formhttps://docs.google.com/forms/d/11uGddhIMaiv5E11ebIMJSnaIqIj9sXzxfAmEIbyFzIY/viewform?usp=send_formhttps://docs.google.com/forms/d/11uGddhIMaiv5E11ebIMJSnaIqIj9sXzxfAmEIbyFzIY/viewform?usp=send_formhttp://www.montgomeryschoolsmd.org/about/

Documents

Santi Sere - DTTP