Kfleming Frit7231 Ka

Kim Fleming - Key Assessment Fall - Frit 7231
Identification of Learning Problem
Target Audience
The sixth grade students of Dalton Middle School (DMS) are an interesting mix of
students. DMS is as inner city school located in Dalton, GA, the Carpet Capital of the world.
Because of the Carpet mills, Dalton has vastly different socio-economic structures in the schools.
The entire Dalton Public School system has a demographic of more than 85% hispanic and less
than 15% white, African American, and Asian. Most students fall into one of two categories;
either their parents are management in the carpet mills, or they are actual mill workers.
Problem Identification
In the Dalton Public School system, the elementary schools are zoned, however, there is
only one middle school for the entire district. Because of this, our sixth grade students enter the
middle school with varying degrees of computer knowledge; some students grew up with a
computer in their home and class room and some have barely used one until middle school. This
results in many sixth grade students not possessing basic computer skills. These basic computers
skills consist of being able to properly open and save a file. Those students with some basic skills
do not know how to efficiently use them. They may know how to open and save a file but they
may not understand the difference between save and save as or how to name and save files in
an organized fashion.
In addition to basic computer skills, many sixth grade students do not know the proper
way to navigate the wold wide web safely. These children range in age from eleven to twelve
years of age and are still naive to the world as a whole. It is very important they learn proper use
and etiquette of the internet and how to protect themselves from predators. Technology will only
get more advanced and bring the world closer together, it is important these students understand
how to responsibly handle it.
Goals For Instruction

I. Students will be learn and use basic computer skills such as:
a. proper use of save and save as
b. opening an existing file

c. creating a new file
d. naming and organization of files
II. Students will learn internet safety by making them aware of:
a. Cyberbullying
b. Digital Footprints
c. proper internet and digital etiquette
d. Safe social media practices
Learner Analysis
Introduction
The targeted learners for this assessment is a group of sixth grade students ranging in
ages 11-13, with varying levels of experience with computers. This group consists of 42 students
at Dalton Middle School. Although it is located in Whitfield County, it is part of the inner city
school system and therefore, is not a part of the Whitfield County School System. Instead it is
part of the Dalton Public Schools System. There is a majority of Hispanic students in the school
system. The group for the instructional plan is made up of 75% of the students are Hispanic, 20%
are Caucasian and 20% are middle eastern or mixed ethnicities.
Although the majority of students of non-American cultures, they have been in the
country for many years and speak fluent english. Looking into records of these students around
62% come from a two parent home. Only 33% come from single parent home leaving less the
5% under the guardianship of another family member. After interviewing counselors who
register students, around 75% of the school are on free and reduces lunch. A more accurate figure
will be able to be determined after September 23rd when all free and reduced forms are due.
Entry Level Skills & Prior Knowledge

Entry Level Skills
Use a Search Engine
Beginning typing skills
Navigate the Web
Powering on and shutting down a computer
Prior Knowledge
Prior knowledge of computer skills was determined by a pre-test over basic computer
skills. These computer skills included proper use of a mouse, internet search techniques, and
efficient use of the save function. This assessment concluded that none of the students were
100% proficient in operating a computer and basic software. However, there is a vast difference
between my student who have a computer in the home and those who do not. Around 70% of
students did not receive more than a 50 out 100 on the pre-test. The 30% who received a score of
70 or more do have computers in the home and access to the internet. All students know how to
turn on the computer and use a mouse, however, tasks such as right click and click and drag
are not know by many.
Attitudes Toward Content and Academic Motivation

The group was asked questions about computers and their importance. Students
responded by show of hands and some answer orally when specifically questioned. All students
agreed that computers are not going away and will be only more prevalent in our future. Most
are also aware of the importance of learning basic skills in order to be successful as an adult.
Around 5% of the learners did not see any need to use computers as an adult because of their
choice of job in the future.
Educational Ability Levels

According to student records, about 6 of the 42 in the group have an Individual Education
Plan (IEP). However, after looking at pre-test scores, there is not a noticeable difference
between their scores and the scores for those students without modification plans. About 4 out of
42 students are considered gifted and have been assigned more challenging classes. Although
there is a vast difference between the high and low functioning students there does not seem to
be a large difference when in computer literacy. No one scored over 72% on the pre-test.
Two of those scoring about 70% have an IEP.
General Learning Preferences

Learners express a preference in group learning. Middle school is a very social
environment, working in groups gives them the opportunity to to interact with their peers.
Learners also prefer to have one or more finished examples in order to see the end result.
Attitude Toward Teachers & Schools

The majority of the students understand the importance of school and respect and like
their teachers. Many expressed a concern for the computer equipment. In this particular
classroom the computers are old and with the update of Windows 8 has shown significant
problems with specific software like Photoshop, a major program in the class. All of the students
generally liked coming to school. Most do not like the early arrival time and made suggestions of
a later start time, the current start time is 7:45. Although, ten students did not mind the early start
time because of the early dismissal at 2:45, stating it gives them more time to play outside when
they get home int he afternoons.
Group Characteristics
Dalton Middle School is as inner city school in Dalton, GA. Dalton is considered the
carpet capital of the world supplying the the world with over 85% of its carpet.
Because of the carpet mills, many inner city students are children of factory workers.
Dalton Middle School is around 85% Hispanic. This large population creates an interesting
cultural dynamic in the school. Many students come from multi-family homes. Middle School
students are by nature social. They thrive on each others attention and at the same time be ego-
centric. It is important for middle school students to get this need for social interaction met while
learning classroom objectives.
Task Analysis
Task Analysis
After taking a close look at the subject matter I would be teaching, I conducted a topic
analysis of teaching sixth grade students the foundations of operating a computer. I started by
giving students a pretest in order to evaluate their knowledge of computers. Many knew a little
about different functions of a computer but did not know a great deal. Because of this, they
know how to operate a computer but they do not know how to operate it efficiently. I chose to
conduct a topic analysis using the data received from the pretest.
After administering the pretest, I learned students have a huge misconception of computers
as a whole. Many think computers operate like their mobile devices. This topic analysis begins
with the basic components of a computer. It then moves into explaining how to efficiently use the
internet and software as well as organizational skills of saving files.
Subject Matter Expert
I (Kim Fleming) will be serving as subject matter expert for this plan. My informal training
began when I was child being one of the few middle school students with a home computer
twenty-five years ago. My formal computer training began when I was in college taking
education courses and taking classes geared specifically toward teaching with technology. Most
recently I received a second Bachelors in Digital Communications from the Savannah College of
Art and Design. I currently teach technology to middle school students and deal with issues
pertaining to this subject on a daily basis.
I. Components of a computer
A. CPU
1. What is a CPU?
a) It is the brains of the computer. Everything is stored here in some
electronic form. The CPU processes the commands made by the
keyboard and mouse and makes them visible on the monitor.
2. What does CPU stand for?

a) Central Processing Unit
B. Monitor
1. What is a monitor?
a) It how you see What your computer is thinking.
b) What does the monitor do?
2. A device that simply displays what the CPU tells it to.
C. Keyboard
1. The letter keys
a) The letter keys are set up in a QWERTY setup. This is the standard of
most keyboards and the one most used when texting on a smartphone
2. numbers
a) Located near the top of the keyboard
(1) They are numbered in a straight line 1,2,3,4,5,6,7,8,9, & 0
(2) Have symbols above each letter. If the shift key is held down at the
same time as these numbers the symbol on the top will b typed instead
of the number,
3. shift, caps lock, enter, esc, and backspace Keys

a) Shift key- a temporary solution for a capital letter. Press shift while
pressing a letter and the capital version is typed until shift is released.
b) Caps Lock - a permanent solution to capital letters. Press this key once
and all keys typed will be in caps with out having to hold it down like
with the shift key.
D. mouse
1. What is a mouse?
a) No, it is not a rodent and it does not eat cheese. It is your on screen
pointer. The mouse is used to make selections by pointing and clicking at
items on the screen.
2. Left click
a) This is the most common button used on a mouse. If the phrase click
on is used the instructions are referring to the left mouse button.
b) double click - most selections on the desktop and in programs required a
double click on the left mouse button.
(1) However, most item on the internet only require one click of the left
button.
3. Right click
a) This can be used when something specific needs to be down to an icon or

other element on the screen.
(1) Example - on the internet the right mouse button can be clicked in
order to save a picture or on the desktop the right button can be used
to create new folders, and as a short-cut for copy, cut, & paste.
II. Desktop
A. Icons
1. What are icons?
a) A picture representation of the program or folder on the desktop. It is the
door that is clicked on and lets you into a folder or a software program.
(1) Examples of these programs: Microsoft Word, Power Point, & Excell,
Internet explorer, photoshop.
b) Recycle bin - A play to throw things away and discard them from your
computer.
(1) How to send something tot he recycle bin
(a) right mouse click and then left mouse click on send to recycle
(2) how to restore
(a) Click on the trash can icon.
(b) Find what you didnt mean to throw away.
(c) Right mouse click, then click restore
c) Folders
(1) Create a new folder
(a) right mouse click on an empty space on the desktop
(b) Click on new folder
(c) Type in the name under the folder when it appears on the desktop.
(2) Renaming a folder
(a) double click on the name under the folder
(b) or right mouse click and select rename
III. Software Programs
A. Software programs can be installed and uninstalled on a computer.

B. Microsoft Word
1. Document
a) How to open Documents
(1) A new document - Click on file, click on new
(2) An existing document - click on file, click open, look for document.
b) Spell Check
c) Difference between save & save as
d) proper placement of a file
e) Indenting using the tab key
(1) When the key labeled tab is struck the cursor is automatically sent
to a place on the page that is appropriate for indentions. This is
important because it helps your paper look neater with consistent
indents.
f) copy,cut, & paste
(1) differences between these functions
(a) Copy- simply copy the selected text or item so that it can be
pasted again somewhere else,while keeping the original on the
page.
(b) Cut - Actually removing the selected text or item in order to
replace it somewhere else
(c) The act of placing what you have copied or cut.
2. Font
a) changing font family
b) changing color
c) changing style
(1) italicized
(2) bold
(3) underlined
d) changing size
C. Microsoft Power point

1. slides
a) theme - overall look and feel of the slides

b) backgrounds
c) copy and pasting
d) adding a text box
e) adding a picture
2. Presentation
a) Loop
b) automatic & manual slide changes
c) transitions
d) animations
IV. Internet
1. Launching a browser
a) most popular, Internet explorer, Firefox, & Safari
2. Using a search engine

a) Popular search engines
(1) Bing, Google, Yahoo
b) how to specify a search to narrow down what you are looking for.
3. leaving a digital footprint

a) teaching to be carful while on the internet and how to protect guarded
personal information
4. internet safety
a) making student aware of the dangers that lie on the internet.
b) Cyberbullying
Relationship between Instructional Objectives and Standards
Terminal Objective 1: To create multiple products while properly using the components of a
computer, while keeping files and folders organized in a logical manner.
Enabling Objectives:
1A - To Identify the four major components of a computer.
1B - To properly use the four major components of a computer.
1C - To create and organize new files and folders on the desktop and hard drive.
1D - Properly discard and restore old files
Terminal Objective 2: To create a multimedia project using document and presentation software
such as Microsoft word and Power Point
2A - To create and save a new document and presentation and successfully
save it as a file.
2B - To correctly use tools to insure spelling and grammar is correct.
2C - Correctly use tools including copy, cut, & paste
2D - To make the document or presentation aesthetically pleasing by changing
font styles and families.
2E - To create and add slides to presentations in Power Point
2F - To create aesthetically pleasing presentations using tools in Power Points
such as loop, animation, transitions, and animations.
Terminal Objective 3:To use the internet to safely gather information and research a specific
topic while using proper internet etiquette.
3A - To launch a browser and use a search engine to research information.
3B - To navigate the web while staying anonymous and safe from predators.
Clarifications of Standards
Content Performance - Recall Performance -Application
Fact 1A 1
Concept 1A,1B
Principal
Procedure 1B, C, & D 1,2,& 3

2 A, B, C, D, E, & F
3A&B
Interpersonal
Attitude
Relationship between Instructional Objectives and Standards
Instructional Objectives Georgia Performance Standards
1A, B, C, & D MSBCSBCSI8:Studentswillutilizewordprocessingsoftware.

2 A,B,C,& D a)Identifyandexplainbasicwordprocessingterminology(file,open,save,
print,copy,paste,toolbar,highlight,font,etc.).b)Labelthepartsofaword
processingscreen.c)Createandsaveabasicwordprocessingdocument.d)
Retrieve,edit,manipulate,andprintadocument.e)Formatvariousbusiness
andpersonaldocuments.
3A&B MSBCSBCSI5:StudentswilldiscussInternetsafetyandsecurityissues.
a)IdentifyInternetsafetyandsecurityconcerns(CyberPredators,etc.).

2E&F MSBCSBCSI12:Studentswillacquirebasicknowledgeandskillsof
multimedia/presentationsoftware.
a)Identifyandexplainmultimedia/presentationgraphicsterminology.
b)Plananddesignbasicpresentations
c)Create,save,andprintbasicpresentations
d)Applyanimationtoslides.
e)Displayandexplainpresentationtopeers.
f)Critiquepresentations.

Instructional Goals Objectives UDL Assessments

Strategies
Lesson 1: To properly Objective 1: Students will be Computer Basics - Part 1
The student will identify parts of a To create multiple products able to organize
correctly use all computer and while properly using the their thoughts Define basic terms for
parts of the their function. components of a computer, and express computer components.
computer to To create folders while keeping files and these thoughts in
create and for research folders organized in a logical a written format.
organize files and material fond on manner.
folders the internet.
To effectively 1A- To Identify the four
organize folders major components of a
so files are easy computer.
to find. 1B - To properly use the four
major components of a
computer.
1C - To create and organize
new files and folders on the
desktop and hard drive.
1D - Properly discard and
restore old files

Lesson 2: Students will Objective 3: Promotes self Take internet safety Quiz
students will gather To use the internet to safely discovery and
safely navigate information, gather information and self regulation of Navigate web to create a
the web to images, and research a specific topic while a desired topic. folder full of research
research a topic videos about a using proper internet items.
of their own topic they are etiquette.
choosing passionate about.
This information 3A - To launch a browser and
will go in use a search engine to
properly names research information.
folders for easy 3B - To navigate the web
access while staying anonymous and
safe from predators.

Lesson 3: To use power Objective 2: allows students Performance based

To create a point to create a To create a multimedia to self regulate assessment.
multimedia presentation of a project using document and by creating the
presentation researchable presentation software such as assignment at Create a Prezi and a
about a subject subject. Power Point and Prezi. their own pace. PowerPoint
the learner is To create hand They also have
passionate about outs using 2A - To create and save a the option to
Microsoft Word. new document and choose what they
presentation and successfully are presenting.
save it as a file.
2B - To correctly use tools to
insure spelling and grammar
is correct.
2C - Correctly use tools
including copy, cut, & paste
2D - To make the document
or presentation aesthetically
pleasing by changing font
styles and families.
2E - To create and add slides
to presentations in Power
Point
2F - To create aesthetically
pleasing presentations using
tools in Power Points such as
loop, animation, transitions,
and animations.
Design of Instruction
Lesson 1 -
Objective 1: To create multiple products while properly using the components of a computer,
while keeping files and folders organized in a logical manner.
Objective 1A- To Identify the four major components of a computer.
Objective 1B - To properly use the four major components of a computer.
Objective 1C - To create and organize new files and folders on the desktop and hard
drive.
Objective 1D - Properly discard and restore old files
Assessment - Learners will research the components of a computer and create a table in
Microsoft word that shows the proper name and definition. Learners will place this research in a
specific folder created by them on the desktop.
UDL - This assessment helps promote self discovery and self-regulation by allowing them to
browse at their own leisure and revisit any item needed. It also give them a graphic organizer to
sort out definitions of components.
Lesson 2
Objective 3: To use the internet to safely gather information and research a specific topic while
using proper internet etiquette.
Objective 3A - To launch a browser and use a search engine to research information.
Objective 3B - To navigate the web while staying anonymous and safe from predators.
Assessment - Learners will take an online BrainPop Quiz to assess internet safety knowledge.
Learners will then use the internet to research a How To topic of their choosing.
UDL - The Quiz option offers audio of the quiz just by placing the mouse on it the words. This
serves as a visual and audio stimulation for students. The research gives the learner full
autonomy over the subject they are researching.
Lesson 3
Objective 2: To create a multimedia project using document and presentation software such as
Microsoft word and Power Point.
Objective 2A - To create and save a new document and presentation and successfully
save it as a file.
Objective 2B - To correctly use tools to insure spelling and grammar is correct.
Objective 2C - Correctly use tools including copy, cut, & paste
Objective 2D - To make the document or presentation aesthetically pleasing by changing
Objective 2E - To create and add slides to presentations in Power Point
Objective 2F - To create aesthetically pleasing presentations using tools in Power Points
Assessment - The learner will create a multimedia presentation of their How To... topic. They
will create a Prezi and add the link to a Power Point.
Lesson 3 assessment continued -
UDL - This assessment allows learners to be creative and show what they have learned in ways
other than text. They are also using it to teach someone else how to do a task therefore
strengthening their own knowledge of the subject.
Lesson 1 - Computer Basics
Follow the steps below -
Create a new folder on your desktop
Label the folder using your first and last name. (ex. Kim Fleming)
Open Microsoft word and create a new word document.
Title the document: Computer Basics Part 1
Create a table with 7 rows & 2 columns
Title the left column Term and the right column Definition
Place the following terms in the left column and their matching definitions in the right column.
CPU
Monitor
Mouse
Keyboard
Trashcan
Restore
Use the spell check tool to check your spelling. I will count off for misspelled words.
Save this document to the folder your created using your name. (remember to Save As)
Minimize this window.
Using the directions below, take a screen shot of the folder on your desktop.
Minimize all windows
Press the PrtScn Key on your key board. (this is located on the right hand side)
Maximize your Microsoft word document. Click Control + V to paste the screenshot below
your chart.
Save the document. (Remember Save)
Upload this document to Canvas.

Assessment Solution Example for Lesson 1
Term Definition
CPU The brain of the computer or Central Processing Unit.
Monitor A video or computer display device that contains a screen.
Mouse A hand-operated device that controls the pointer on the computer screen
Keyboard Used fore typing letters and inputing data into a computer
Recycle Bin A place to store deleted files
Restore An action which allows a recycled item to be placed back in its original place
Part 1 - Click on the link below and take the internet Safety Quiz.
http://www.brainpopjr.com/health/besafe/internetsafety/hardquiz/
When you are finished, type in your name where is asks and click print score. Do not actually
print your score...simple click the option to save it as a PDF. Save the PDF and upload the PDF
to Canvas.
Part 2 - The object of this assessment is to gather information you will use to make a How
To... presentation to teach your classmates how to do something. You will create the
presentation in the next part of this assessment, for now, you will simple gather information.
This presentation should be full of graphics and visual aids.
Keep it simple.
1. Think of something you would like to teach someone...for example: How to make a paper
crane or how to make the best Peanut Butter and Jelly Sandwich,
2.
3. Open the folder of Your Name that you created in Part 1 of this assessment. In there, create a
new folder and label it How to
4.
5. Open Firefox, using Bing, research tour topic. Collect pictures and even videos that will help
you. You will place all information gathered inside your How to folder.
note: if you find a video link simple open Microsoft word and copy and paste your video
link and all written research in a document and save it to this folder.
Make sure your research answers the following questions:
Steps to perform the task you are researching
Why it is important to know how to do this task
What is the history behind the task.
Once you have everything you need in the folder. Upload your folder to canvas.
Assessment Solution Example for Lesson 2 - Part 1

Assessment Solution Example for Lesson 2 - Part 2

The Object of this assessment is to create a Multi Media presentation about the How To...
subject you chose.
1. Go to www.prezi.com. Create a Prezi showing each step in your How To... process. Make
sure to use images collected of the internet as well as videos if needed. Make sure to use the
tools on prezi as you would Microsoft word (spell check, change font, change font color...)
2. Save your prezi. Then download your prezi as a PDF. This PDF can be used as handouts.
3. Open Power Point and create a new presentation. You should have slides stating the following:
Title Slide
History Slide
Why it is important to know how to do this task
A slide with a link to your Prezi
Please note: your Power Point Presentation should include transitions, graphics, and strategic
font use.
4. Upload the Power Point Presentation to Canvas.

Rubric for How To... Presentation

CATEGORY 4 3 2 1 Score
Attractiveness Makes Makes good Makes use of Use of font,
excellent use of use of font, font, color, color, graphics,
font, color, color, graphics, graphics, effects etc. but
graphics, effects, etc. to effects, etc. but these often
effects, etc. to enhance to occasionally distract from
enhance the presentation. these detract the presentation
presentation. from the content.
presentation
content.
Mechanics No Three or fewer Four More than 4

misspellings or misspellings misspellings errors in
grammatical and/or and/or spelling or
errors. mechanical grammatical grammar.
errors. errors.
Requirements All All One More than one

requirements requirements requirement requirement
are met and are met. was not was not
exceeded. completely completely met.
met.
Organization Content is well Uses headings Content is There was no
organized using or bulleted lists logically clear or logical
headings or to organize, but organized for organizational
bulleted lists to the overall the most part. structure, just
group related organization of lots of facts.
material. topics appears
flawed.
Originality Product shows Product shows Uses other Uses other

a large amount some original people\'s ideas people\'s ideas,
of original thought. Work (giving them but does not
thought. Ideas shows new credit), but give them
are creative and ideas and there is little credit.
inventive. insights. evidence of
original
thinking.
Total
Assessment Solution Example for Lesson 3
Power Point Slides:

How to Make a Video Prezi:

Instructional Sequence
Sequence Description Objective

1 To create multiple products while properly using the components 1
of a computer, while keeping files and folders organized in a
logical manner.
3 To create a multimedia project using document and presentation 2
software such as Microsoft word and Power Point.
2 To use the internet to safely gather information and research a 3
specific topic while using proper internet etiquette.
This sequence of learning builds on the ideas in a concept-related order. The learner will learn
the function of a computer and its components. The lesson will then build on that knowledge to
present the concept of efficiently organizing files. The leaner will then learn efficient and safe
ways to use the internet while locating items for the lesson. Finally, the learner will take the
knowledge learned in the first two objectives to successfully design a multimedia assignment
while learning individual software.
Lesson 1
Objective 1: To create multiple products while properly using the components of a computer,
while keeping files and folders organized in a logical manner.
Objective 1A- To Identify the four major components of a computer.
Objective 1B - To properly use the four major components of a computer.
Objective 1C - To create and organize new files and folders on the desktop and hard
drive.
Objective 1D - Properly discard and restore old files
Motivational Strategy - Students will watch Brain Pop video about parts of the computer. (Rose
& Gravel, 2012, p. 7-11)
UDL - This provides students with a visual component to introduce computer parts.
Initial Presentation - Students will investigate the web site, Yasmins room
(http://growing.course.com/level_5/index.html ). Students will interact with the computer on her
desk and be introduced to each component of the computer and its function. (Rose & Gravel,
2012, p. 7-11)
UDL - This strategy helps promote self discovery and self-regulation by allowing them to
browse at their own leisure and revisit any item needed. It is also a visual and audio
stimulation for students.
Generative Strategy - They may also study using the flash cards theyve created using a flash
card generator at
http://www.lakeshorelearning.com/general_content/free_resources/teachers_corner/flashcard/flas
hcardmaker.jsp . Using the link to a component Game/ Quiz

(http://www.quia.com/rr/33090.html) students will have 45 mins to play the game as many times
as needed to achieve the highest amount of money in the game. (Morrison, Ross, Kalman, &
Kemp, 2013, p. 226)
UDL - This allows flexible goals and peer teaching and learning to help students become
successful in the unit and build ground work for the concept.
Lesson 2
Objective 3: To use the internet to safely gather information and research a specific topic while
using proper internet etiquette.
Objective 3A - To launch a browser and use a search engine to research information.
Objective 3B - To navigate the web while staying anonymous and safe from predators.
Motivational Strategy - Students will brainstorm about the wonderful research opportunities the
internet provides. In contrast they will also brainstorm about the dangers of the internet. These
ideas will be placed on the interactive bulletin board on the teacher web site. Students will
comment on to ideas from other students. (Rao & Tanners, 2011, p. 219)
UDL - This offers a chance for students to express their thoughts in a written format
while receiving feedback from their peers.
Initial Presentation - The learner will watch a Brain Pop video about the dangers of the internet
along with a Prezi of how to use the web for research and copyright issues. (Rose & Gravel,
2012, p. 7-11)
UDL - This strategy helps promote self discovery and self-regulation by allowing them to
browse at their own leisure and revisit any item needed. It is also a visual and audio
stimulation for students.
Generative Strategy - The learner will create folders on the desktop of their computer and use the
organization skills learned in the previous lesson to organize folders with the research materials
for the presentation. These materials will include articles, notes, images, and videos needed fro
their multimedia presentation in the next lesson. (Morrison, Ross, Kalman, & Kemp, 2013,
p. 194)
UDL - This offers a chance for students to organize their thoughts into folders and
express what they have learned in a written format.
Lesson 3
Objective 2: To create a multimedia project using document and presentation software such as
Microsoft word and Power Point.
Objective 2A - To create and save a new document and presentation and successfully
save it as a file.
Objective 2B - To correctly use tools to insure spelling and grammar is correct.
Objective 2C - Correctly use tools including copy, cut, & paste
Objective 2D - To make the document or presentation aesthetically pleasing by changing
Objective 2E - To create and add slides to presentations in Power Point

Objective 2F - To create aesthetically pleasing presentations using tools in Power Points
Motivational Strategy - Ask students to recall four elements they have learned since beginning
this unit. These must be things new they have learned. Learners will then discuss products they
can create using this knowledge. (Cantn, 2014, p. 30)
UDL - This strategy provides multiple means of expression for each student. They are
able to verbalize with their peers the content learned up to this point. This also reinforces
the content learned by listening to other students discussions.
Initial Presentation - The learner will view the Prezi on developing a a multimedia presentation.
This will include a detailed example of how the end product should look. (Hilbert, Renkl,
Schworm, Kessler, & Reiss, 2008)
UDL - This helps with recognition. It gives the student visual stimulation to help solidify
new concepts in their minds.
Generative Strategy - Using what they have learned in the previous lessons, each learner will
create a multimedia presentation about something they would like to research and and feel
passionate toward. It has to be a topic they can research and present to the class. It must include
music, pictures, some sort of animation or video. The presentation will be built in Power Point
and a hand out sheet will be created in Microsoft Word. (Morrison, Ross, Kalman, & Kemp,
2013, p. 194 & 236)
UDL - This strategy allows students to self regulate by creating the assignment at their
own pace. They also have the option to choose what they are presenting. This also helps
to foster self regulation and sparking interest.
References
Cantn, E. (2014). Cantn's Giraffe': A motivational strategy model applied from the perspective
of coaching. Coaching Psychologist, 10(1), 26-34.
Hilbert, T. S., Renkl, A., Schworm, S., Kessler, S., & Reiss, K. (2008). Learning to teach with
worked-out examples: A computer-based learning environment for teachers. Journal of
Computer Assisted Learning, 24, 316-332.
Meo G. (2008). Curriculum planning for all learners; applying universal design for learning
(UDL) to a high school reading comprehension program. Preventing School Failure 52(2), 21-30
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Developing Instructional
Materials. In Designing effective instruction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Rao, K., & Tanners, A. (2011). Curb Cuts in Cyberspace: Universal Instructional Design for
Online Courses. Journal of postsecondary education and disability, 24(3), 221-229.
Rose, D. H., & Gravel, J. W. (2012). Circular opportunities in the digital age. In Teaching and
Learning in the Era of the Common Core: The Students at the Center Series eBook (pp. 7-11).
Formative Evaluation
I intend to collect everything online using an online classroom setup called Canvas. This includes
assessments and evaluations. Using an online survey site such as Survey Monkey, students will
be able to go online and answer survey questions about the lesson and my instruction. Being very
knowledgable with Canvas and Survey Monkey I will be acting as the SME, however, Kit
Carpenter will be my peer reviewer. Kit is an educator and our facilitator and trainer of Canvas,
he also creates our school wide surveys for our faculty.
Below is the link to the Web Survey.
https://www.surveymonkey.com/s/Q2WJ3S5
Below is a screen shot of the online survey.
Survey Monkey compiles all the answers and

results
into
one
easy to
read
location. These results include
responses the short answer questions as well as the
ranking question. I plan on taking those results and reviewing them with Kit Carpenter, my peer
reviewer. He and I will then be able to collaborate on changes I can make for the course to make
the learning experience better for the next semester.

Kfleming Frit7231 Ka

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Kim Fleming - Key Assessment Fall - Frit 7231

Identification of Learning Problem

Goals For Instruction

b. opening an existing file

Entry Level Skills & Prior Knowledge

Attitudes Toward Content and Academic Motivation

Educational Ability Levels

General Learning Preferences

Attitude Toward Teachers & Schools

2. What does CPU stand for?

b) What does the monitor do?

2. A device that simply displays what the CPU tells it to.

3. shift, caps lock, enter, esc, and backspace Keys

a) This can be used when something specific needs to be down to an icon or

III. Software Programs

A. Software programs can be installed and uninstalled on a computer.

C. Microsoft Power point

a) theme - overall look and feel of the slides

2. Using a search engine

3. leaving a digital footprint

Relationship between Instructional Objectives and Standards

Content Performance - Recall Performance -Application

Procedure 1B, C, & D 1,2,& 3

Relationship between Instructional Objectives and Standards

Instructional Objectives Georgia Performance Standards

1A, B, C, & D MSBCSBCSI8:Studentswillutilizewordprocessingsoftware.

Instructional Objectives Georgia Performance Standards

1A, B, C, & D MSBCSBCSI8:Studentswillutilizewordprocessingsoftware.

Instructional Objectives Georgia Performance Standards

1A, B, C, & D MSBCSBCSI8:Studentswillutilizewordprocessingsoftware.

Instructional Goals Objectives UDL Assessments

Instructional Objectives Georgia Performance Standards

1A, B, C, & D MSBCSBCSI8:Studentswillutilizewordprocessingsoftware.

Instructional Objectives Georgia Performance Standards

1A, B, C, & D MSBCSBCSI8:Studentswillutilizewordprocessingsoftware.

Lesson 3: To use power Objective 2: allows students Performance based

Lesson 3 assessment continued -

Lesson 1 - Computer Basics

Follow the steps below -

Create a new folder on your desktop

Open Microsoft word and create a new word document.

Title the document: Computer Basics Part 1

Create a table with 7 rows & 2 columns

Minimize this window.

Save the document. (Remember Save)

Upload this document to Canvas.

Assessment Solution Example for Lesson 1

Monitor A video or computer display device that contains a screen.

Lesson 2 - Computer Basics

This presentation should be full of graphics and visual aids.

Assessment Solution Example for Lesson 2 - Part 1

Assessment Solution Example for Lesson 2 - Part 2

Lesson 3 - Computer Basics

4. Upload the Power Point Presentation to Canvas.

Rubric for How To... Presentation

Mechanics No Three or fewer Four More than 4

Requirements All All One More than one

Originality Product shows Product shows Uses other Uses other

Assessment Solution Example for Lesson 3

Power Point Slides:

How to Make a Video Prezi:

Sequence Description Objective

hcardmaker.jsp . Using the link to a component Game/ Quiz