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Module 15 - Technology WorkshopSocrative WorkshopSusie MillerETD 544Table of ContentsNeeds Analysis…………………………………3Organizing Checklist…………………………………4Paper Brochure…………………………………5Video Advertisement…………………………………6Agenda…………………………………6Workshop Goals…………………………………7Learning Objectives…………………………………7Icebreaker & EnergizerIcebreakerEnergizer…………………………………8Workshop BudgetExpensesIncomeProfit-Loss…………………………………10Evaluation ToolsPre-Workshop QuestionnaireWorkshop Evaluation RubricPost-Workshop Questionnaire…………………………………12Needs AnalysisWhat is the need?In our district, if a student reaches a certain number of absences, they fail to earn credit in that course, and eventually become students of the Alternative High School. In many cases, by the time students get to my building, they are exceptionally behind in all classes, and don’t have the motivation to put forth any effort to succeed. Because of this, my staff needs to make sure we are reaching our students in the best way possible. With the assistance of technology, our building has the potential to reach our students in new and improved ways. We can use the program Socrative to give students new ways of interacting with their lessons and give them the opportunity to learn even when they are outside of the classroom.In my building, we have a population of 150-200 At-risk students. Many of them are in the Alternative Program, not because of behavioral issues, but because of absences. Our students have so many distractions in their lives that they come to school unwilling to focus on learning. If we could find a way, as teachers, to get them interested in what they are being taught, our students would be more likely to complete assignments and retain what they have learned.Target PopulationMy Target Participant Population is the 8 staff members and 1 administrator in our building. Ages:25-57Ethnicities:Caucasian, HispanicGender:70% female, 30% maleEducation:Minimum of Bachelor’s DegreeMotivation Level: Moderate-HighOrganizing ChecklistSocrative WorkshopChecklistFriday, January 30, 20157:30am-10:30amDAE Room 108Workshop led by: Susie MillerEnglish & Math TeacherDavison Alternative Educationsmiller@ or Ext# 1008The number of participants is: __________Before WorkshopCopies of User Guide madeRoom is available & unlockedInternet is connectingTechnology is workingComputersProjectorMicrophone (if necessary)LightingAll documents can be accessed from devicesAll websites can be accessed from devicesHave copy of Icebreaker activityKnow log in information for all participantsDay of WorkshopHave coffee & donuts availableProvide paper plates and napkinsCopies of User Guide are availableNametags available (if necessary)Chromecart in roomChromebooks charged“Magic Stick” for ice breaker availableHave 1 large picture of a stop lightHave Red, Yellow, and Green post-it notes availablePaper BrochureThe following brochure is intended to be given to teachers in an effort to get them more informed on what Socrative is. If they have a better understanding of what this program does, they are more likely to find the workshop to be beneficial to them.762000340804500Video AdvertisementA video advertisement was created using PowToons. It is a quick and easy way of informing teachers in my building of what this workshop is going to cover.Video available for viewing at: or at: breaker & Group shareMetaphor picture & discussionSocrative overview videoHow To login:as a teacheras a studentUsing Socrative AppIntroducing the Socrative DashboardHow To:Create QuizzesImport QuizzesGive a QuizUse Space RaceView ReportsEnergizerWork TimeQuick ShareExit CardWorkshop GoalsThe goal of this training is to give teachers the opportunity to become more familiar with a program called Socrative, with the intent that they are able to use it frequently and effectively in their classrooms. It has been my experience that people shy away from ideas and technology that they don’t understand. It isn’t that they are unwilling to learn, they just haven’t been provided the opportunity to do so. This training will give teachers the resources they need in order to utilize the technology they have been given in the best way possible.I will be offering a workshop during one of our Wednesday morning Professional Development meetings in a face-to-face setting. This will allow the staff members to ask questions and explore Socrative with guided instruction. I will also have printables available for those who are unable to participate in the training. These printables will serve as a Quick-Reference for staff members after the training is completed.By the end of the workshop, teachers should feel comfortable enough to begin exploring on their own. They should have the tools to create their own classrooms, and set up the information they want to convey to their students. They should also have learned enough information to help them navigate through Socrative, but I will be available should any problems arise.Learning ObjectiveBy the end of the workshop on using Socrative in the classroom, my coworkers will be able to create their own lesson quizzes, upload quizzes they have already made, and will be able to run reports once their students have used the system. They will achieve this by going through the workshop with the instructor (me), and by completing all required checkpoints and skill assessments throughout the 3 hour session.Ice Breaker and EnergizerIcebreaker: “The Magic Stick”For this icebreaker, small groups are formed, and each person has a chance (using the magic wand) to change 3 work related activities. This is an appropriate icebreaker because everyone who will be attending the workshop already knows each other. With introduction out of the way, we can dive in to deeper topics: specifically, what we’d like to see changed in the classroom. Directions:Form pairs or small groupsDiscuss what changes each person would makeHow would they make these changes?What would these changes do to improve the classroom?After 5-7 minutes, discuss findings as a classThe instructor should attempt to persuade teachers to touch on some of the important goals that the training has (student growth, better assessments, more variety in activities, etc.)The goal is for teachers to see the importance of using the technology that the workshop is based around.Energizer: “Traffic Light”This energizer lets us look at what we are currently doing, and what we are hoping to do in the future, and it allows us to think of a way of getting to the best possible outcome without being overly harsh or abrasive.Directions:Form pairs or small groupsInstructor puts a picture of a traffic light somewhere in the roomTell the group that it symbolizes an action planThe red light represents things you should stop doingThe yellow light represents things you should do less ofThe green light represents things you should do more ofHand each group red, yellow, and green post-it notesEach group will write on their post-its events, practices, etc., that go with each colorAfter 5-7 minutes, groups will put all their post-its on the traffic lightDiscuss the findings as a whole groupThis energizer could work for any topic, but will work especially well when discussing classroom procedures and the use of technology in the classroom. We all want to have a class that runs smoothly and operates like a well-oiled machine, but we don’t always know how to get there. I will do this energizer at the end of my workshop because it’s a great way for the participants to reflect and internalize what they have learned. This will be a motivating activity, and will allow the participants to leave the workshop energized and excited to implement what they have learned.Workshop BudgetWhile it is unlikely that I will have to pay for anything more than the coffee and donuts that I plan to break to the workshop, it’s still a good idea to have some sort of clue of what a 3-hour long workshop could cost if I chose to do it outside of my own district. The following budget is tentative on the number of participants I have attending, whether or not they will have to pay for this seat, and whether or not I will be compensated for my time.Evaluation ToolsPre-Workshop Questionnaire:Because my training will be geared towards the teachers in my building, I will first need to find out what they already know about Socrative and other online classroom forums. If many of them are already using this or a similar program, it will drastically change the direction my training will take. I will create an initial questionnaire for staff members to fill out which will assess what they know and how they are using technology currently in their daily lessons.Questions:How many days a week do you use technology in the classroom?On a scale of 1 to 5 (1 being very uncomfortable), How comfortable do you feel using technology in the classroom?Do you currently use an online forum to ask students questions and assess them? (Chromebooks, Weebly, Edmodo, Socrative, etc)?Are you familiar with the program Socrative? If so, explain what your knowledge of the system.On a scale of 1 to 5 (1 being not at all), how much do you think technology in the classroom can improve your daily lessons?On a scale of 1 to 5 (1 being the lowest), how willing are you to incorporate more technology in to your classroom?Describe one weakness you currently see in your daily lessons (time management, creativity, diverse lessons, assessment tools, etc).Workshop Evaluation Rubric:I think this is a rubric that will work well with my own classroom presentation because it has all the criteria that I feel is important – from the construction to the content. I will give this rubric to my participants immediately after the workshop has concluded.CATEGORY4321CommentsPresentationWell-rehearsed with smooth delivery that holds audience attention.Rehearsed with fairly smooth delivery that holds audience attention most of the time.Delivery not smooth, but able to maintain interest of the audience most of the time.Delivery not smooth and audience attention often lost.SourcesSource information collected for all graphics, facts and quotes. All documented in desired format.Source information collected for all graphics, facts and quotes. Most documented in desired format.Source information collected for graphics, facts and quotes, but not documented in desired format.Very little or no source information was collected.AttractivenessMakes excellent use of font, color, graphics, effects, etc. to enhance the presentation.Makes good use of font, color, graphics, effects, etc. to enhance to presentation.Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.Use of font, color, graphics, effects etc. but these often distract from the presentation anizationContent is well organized using headings or bulleted lists to group related material.Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.Content is logically organized for the most part.There was no clear or logical organizational structure, just lots of facts.Oral PresentationInteresting, well-rehearsed with smooth delivery that holds audience attention.Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.Delivery not smooth, but able to hold audience attention most of the time.Delivery not smooth and audience attention lost.OriginalityProduct shows a large amount of original thought. Ideas are creative and inventive.Product shows some original thought. Work shows new ideas and insights.Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking.Uses other people\'s ideas, but does not give them credit.AudioThe audio is clear and effectively assists in communicating the main idea. Background audio is kept in balance.The audio is clear and assists in communicating the main idea.The audio is inconsistent in clarity (too loud/too soft/garbled) at times and/or the background audio overpowers the primary audio.The audio is cut-off and inconsistent or overpowering.GraphicsThe graphics and/or animation assist in presenting an overall theme that appeals to the audience and enhances concepts with a high impact message. Graphics explain and reinforce key points during the presentation.The graphics or animation visually depict material and assist the audience in understanding the flow of information or content.Some of the graphics and/or animations seem unrelated to the topic/theme and do not enhance concepts.The graphics and/or animations are unrelated to the content. Graphics do not enhance understanding the content, or are distracting decorations that detract from the content.TimingVideo clips show no slack time. \"Three beat\" timing (three actions per clip or three clips per event) is evident.Most video clips are edited to remove slack time and to emphasize action.Some video clips need to be edited to remove slack time and increase action.Video clips begin and end with slack time or no action.ContentCovers topic in-depth with details and examples. Subject knowledge is excellent.Includes essential knowledge about the topic. Subject knowledge appears to be good.Includes essential information about the topic but there are 1-2 factual errors.Content is minimal OR there are several factual errors.WOW Factor/ MemorabilityThe video was intriguing and thought provoking. It will be remembered beyond the presentation itselfThe video was thought-provoking and had a small amount of a wow-factorThe video was minimally thought-provoking but struggled to have a factor that will reach beyond the score of the presentationThe video was forgettable and lacked any thought-provoking contentPost-Workshop Questionnaire:It’s important for me to know how the participants felt that the workshop went. Two to three weeks after the conclusion of the Socrative workshop, I will send out a Google Forms survey that includes the questions found below. I plan to use the results to determine how successful the workshop was, what went well, and what needs to be re-assessed and corrected or changed.QuestionsHow often do you use Socrative in your classroom (Daily, 1-3 times a week, Once a week, Once every few weeks, once a month, never)How has Socrative improved lessons in your classroom?What types of assessments do you use in your classroom?How comfortable are you with using Socrative in your classroom? (Scale of 1-5)Rate how helpful you found the Socrative Workshop (Scale of 1-5)What items would you like added to future Socrative workshops?What did you find most useful about your Socrative workshop?What suggestions do you have regarding the Socrative workshop you participated in? ................
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