Running head: CLINICAL FIELD EXPERIENCE D-EVALUATE AND REVISE 1

Clinical Field Experience D – Evaluate and Revise

Lisa Cantwell

Grand Canyon University

TEC-595

May 8, 2019
CLINICAL FIELD EXPERIENCE D-EVALUATE AND REVISE 2

Part 1: Evaluate and Revise

After the lesson and feedback, I felt there was no need to change the lesson plan or

assessment tool that was used to receive feedback. However, I feel that after receiving feedback,

I should have included all grade levels in the professional development opportunity.

First, the lesson plan was created for lower grade levels based on the needs of the

younger students and their inability to type fast or locate letters to type. Some of the comments

from the feedback were that Google Docs Voice Typing Tool could be beneficial for students to

gather their thoughts or share stories. With this in mind, I felt that the lesson could have been

changed to include the upper elementary teachers. However, I feel that it may best serve their

interest to have a separate professional development based on their students’ needs, which are

different than lower elementary students. For this reason, I would create a different workshop

for those teachers because upper elementary students already have the ability to type. The Voice

Typing tool would not be used for allowing students to type, but rather as an opportunity for

students to share information or gather thoughts without the typing process involved. It would

be similar to brainstorming without the stress of thinking about the process of typing.

In addition, the assessment tool that was used for feedback was a Google Form. This has

been used before and from experience, teachers are apt to respond. This is due to Google Forms

ability to be accessible on mobile devices which allows teachers to answer at the workshop or at

any time. Although the tool is easy to use, I feel that I could have asked a few more questions

besides what they learned from the resource and how it would be applied in the classroom.

Although I did talk to the staff who attended afterwards, I should have included next step

questions to further the professional development process. This would have been beneficial if I

wanted to add more information to the next professional development opportunity.

CLINICAL FIELD EXPERIENCE D-EVALUATE AND REVISE 3

Overall, being able to create a new workshop for upper elementary teachers and

providing a few more in-depth questions can be next on my list of next steps when creating the

professional development plan.

 CLINICAL FIELD EXPERIENCE D-EVALUATE AND REVISE
Professional Learning Programs Implementation Plan Template
Directions: Based on your “Field Experience A: Learning Needs Assessment Survey,” complete
each section below.
Academic Technology-Based Learning
Calendar Programs and Technology-Driven
Months Professional Development
August  Title: Session 1: Introduction to
Google Classroom
 Description: Introduction to
creating a Google Classroom,
personalize the classroom and
adding students to the Google
Classroom.
 ISTE-T Alignment: 1b, 2a, 3b,
4c, 5a, 6b
 Targeted Faculty and
Rationale: Teachers who want to
participate in the professional
development who need assistance
with setting up their Google
Classroom. This would be for
those teachers who are new to
Google Classroom or may need a
refresher.
September  Title: Session 2: Google
Classroom and assigning Google
Docs, Google Slides and Google
Draw
Adult Learning
Theories
Andragogy-  Teaching: Networked
Inquiry based learning
through discovery of
their Google Classroom.
As teachers personalize
the Google Classroom,
they will gain
knowledge with task-
oriented learning  Learning: Engaged
exercises which help
retain information.
Andragogy- Teachers  Teaching: Teachers
will use Google
Classroom and assign
documents by creating
4
Digital Age Best Practices
collaboration and
problem solving with
digital tools. Improved
understanding through
inquiry learning and
problem solving.
learning-teachers create
the classroom,
personalize information
and colors while “doing”
to be able to practice and
complete tasks. Teachers
will also add their
students to the classroom.
Assessment: When
teachers have created a
Google Classroom, and
added their students, then
they will have completed
the objective.
access through digital
means to share
information quickly and
 CLINICAL FIELD EXPERIENCE D-EVALUATE AND REVISE
 Description: Taking the next step
in sharing how to assign Google
Docs/Slides/Draw to the students
as an assignment. Also, how to
view submitted content and
turned in assignments.
 ISTE-T Alignment: 1b, 2a, 3b,
4c, 5a, 6b
 Targeted Faculty and
Rationale: Teachers who want to
participate in this level of
professional development who
already know how to create a
Google Classroom and want to
assign Google Documents to
students. Teachers would need a
beginning understanding of
Google Classroom with
classroom already created.
October  Title: Session 3: Google
Classroom, Assigning Digital
Content through Google
Classroom
 Description: In this session,
teachers will learn how to assign
digital content such as YouTube
Videos, Khan Academy Videos,
or other digital content. In
addition, teachers will learn how
to assign content to specific
students (Example: Teaching
an assignment.
Teachers will work
hands on to create and
add information to their
Google Classroom.
Discovery based lesson,
as teachers will discover
and experiment by
creating a Google Doc,
Slide or Draw
assignment and share it
with students.
 Learning: Hands on
 Assessment: Teachers
Andragogy-  Teaching: Opportunities
Teachers learn strategies
for integrating digital
content into Google
Classroom. Task
oriented instructions to
allow teachers to design
and assign content to
students. Use of
previous experience  Learning: Engaged
with Classroom needed
for background
5
efficiently. Opportunities
for active participation
for hands on learning.
Students use a variety of
resources to share
information. Students
will be able to efficiently
access the information
and create a variety
documents for personal
and educational use.
Collaboration and
authentic connections to
real world situations.
learning and sharing of
information and ideas.
Teachers will assign a
document to students by
completing the task.
will be able to assign,
share, and give access to
a document through
Google Classroom to
their students by the end
of the professional
development.
for active participation
for hands on learning.
Teachers discover
information through
networking to share
valuable resources for
collaboration and further
understanding.
learning through active
participation. Teachers
 CLINICAL FIELD EXPERIENCE D-EVALUATE AND REVISE
combination class, assign content
to only one grade level).
 ISTE-T Alignment : 1b, 2a, 3b,
4c, 5a, 6b
 Targeted Faculty and
Rationale: Teachers who want to
expand their expertise of Google
Classroom by assigning
additional content such as
YouTube Videos, Khan Academy
activities and other educational
content. This workshop builds
upon previous course to allow
teachers to add video, activities,
and material to engage students.
November  Title: Creating Google Forms for
Assessment
 Description: This session will
share how to create a Google
Form and use it for a variety of
reasons, such as learning student
interest, creating exit tickets,
quizzes and gathering data.
 ISTE-T Alignment: 1a, 7b, 7c.
 Targeted Faculty and
Rationale: All staff, including
Grades 3-5 teachers. Teachers
can use to collect data and create
survey questions. Most beneficial
to students who can read and
locate information.
December  Title: Assigning Digital Wonders
knowledge of
integrating documents
into Google Classroom.
 Assessment: Teachers
Andragogy- Teachers  Teaching: With practice
will have hands on
experience to develop
and create forms that
can improve higher level
thinking skills. Teachers
will model and practice 
tools by working
through individual steps
to utilize inquiry-based
strategies for deeper
understanding.
 Assessment: Teachers
Andragogy: Teachers  Teaching: hands on
utilize inquiry-based
6
will be able to apply
information to create and
assign digital content via
Google Classroom so
students can access
documents.
will be able to
demonstrate the ability to
add one digital content
such as a YouTube Video
to their Google
Classroom and assign to
specific students at the
end of the professional
development.
and interaction, learning
is engaged and creates
opportunities for
cooperative learning.
Learning: Teachers learn
through on hands
interaction and practice
to create an assessment or
survey to personalize
content for deeper
understanding. Teachers
acquire an understanding
on how to collect data
and understand student
interests.
will develop a Google
Form through hands on
experimentation with
questions and tool
building skills.
skills, and active
 CLINICAL FIELD EXPERIENCE D-EVALUATE AND REVISE
Content to Students
 Description: How to assign
digital content such as digital
stories, textbook and assessments
to students.
 ISTE-T Alignment: 1a, 2a, 2b,
2c, 2d, 3a, 3b, 3c, 3d, 5a
 Targeted Faculty and
Rationale: All grade levels as it
can benefit each grade level.
Younger grades can listen to
online stories and interact with
phonemic awareness activities.
Older students can respond to
digital text and interact with
online content.
January  Title: Google Docs- Voice Typing
 Description: In this professional
development, teachers will be
introduced to Voice Typing, a tool
located in Google Docs, which
records your voice in a speech to
text feature.
 ISTE-T Alignment: 1a, 4a, 5a,6d
 Targeted Faculty and
Rationale: This professional
development is designed for
lower elementary students and
special education teachers. Focus
was designed to allow students
who are not strong typists to be
able to share information and
ideas while using Voice Typing.
February  Title: Assigning Think Central
Content
 Description: In this workshop,
teachers will learn how to locate
information on the Math portal
7
strategy to search participation, locating
content and material to resources
assign to students.
Teachers search content  Learning: Inquiry-based
for their specific grade learning, with engaged,
level to design their own hands on participation.
assignments and
assessments.  Assessment: Teachers
will be able to locate and
assign one digital story or
activity to their students
by the end of the
professional
development.
Andragogy-Teachers  Teaching: Teachers can
will apply prior effectively access digital
knowledge of content to share and
developing a document
collaborate using digital
to implement a digital
tool. tools.
 Learning: With ongoing
practice and problem
solving, teachers can
develop and deepen their
understanding of the tool.
Hands on interactive
process of learning.
 Assessment: Teachers
will collaborate and
create a document while
practicing hands on
digital skills to expand
their understanding of the
tool.
Andragogy-Teachers  Teaching: Setting
will locate grade level objectives of locating
content for their content with hands on
classroom and with prior interaction and
experience, locate experimentation.
 CLINICAL FIELD EXPERIENCE D-EVALUATE AND REVISE
called Think Central K-12.
Teachers will learn how to access
information and assign content to
students.
 ISTE-T Alignment: 1a, 2c, 3b,
4b, 6b.
 Targeted Faculty and
Rationale: Grades 2-5.
Especially useful for teachers
who want to assign content or
have students work through math
problems independently.
March  Title: Navigating Khan Academy
 Description: In this workshop,
teachers will learn to add students
by syncing their Google
Classroom, navigate through
Khan Academy, assign content,
including assignments and
quizzes to students.
 ISTE-T Alignment: 1a, 2c, 3b,
4b, 6b.
 Targeted Faculty and
Rationale: Grades 2-5. This
would be most beneficial to
combination classrooms and
students who need additional
support in math.
April  Title: Navigating and Assigning
Encyclopedia Britannica
 Description: In this session,
teachers will learn how to
navigate through Encyclopedia
Britannica, locate a video, locate
reading content, locate read
8
information that may be
beneficial for students  Learning: With
and assign content and continued practice and
videos to students. hands on application of
locating material and
navigation of content,
teachers will gain a
deeper understanding of
content.
 Assessment: Completion
of assigned content
through authentic tasks
and an understanding of
how to locate and share
information to students.
Andragogy- Teachers  Teaching: Engage
will navigate and learn learners by providing
through hands on authentic opportunities
experience which allow
for learning through
teachers to experience
the program while hands on experience.
learning how to assign  Learning: Workshop
content and material to developed to engage and
students. deepen the understanding
of the tool by the learner
by providing hands on
interaction and
opportunities for
questions.
 Assessment: Through
completion of a working
resource, teachers will
gain understanding and
practice of the tool
Andragogy- Teachers  Teaching: Allow
will learn hands on teachers to navigate and
experience while locate digital resources
navigating and assigning
that can provide active
content to students.
engagement and a deeper
understanding of the
resource and how to
 CLINICAL FIELD EXPERIENCE D-EVALUATE AND REVISE
aloud, and assign that content to
their Google Classroom for
students to access and view.
 ISTE-T Alignment: 1a, 2c, 3b,
4b, 6b,
 Targeted Faculty and
Rationale: All grade levels.
Teachers with lower grade levels
can share information for younger
students which can be read aloud
to them. Older students can
locate information for research
projects or assignments.
May  Title: Making a Google Slide
 Description: This workshop will
provide a tutorial on creating a
google slide. Included will be
how to insert pictures, videos,
change fonts and backgrounds.
 ISTE-T Alignment: 1a, 5a, 5b,
5c.
 Targeted Faculty and
Rationale: All teachers who
would like to learn how to create
a presentation using Google
Slides. This would benefit
students who need to create visual
presentations or want to introduce
the use of Google Slides to their
students.
9
apply it in the classroom.
 Learning: Teachers will
apply hands on
understanding of content
through investigation and
collaboration.
 Assessment: Teachers
will explore relevant
information to create an
assignment that involves
authentic
application to real world
context.
Andragogy- In this  Teaching: Inquiry of
session, teachers will tools through a variety of
learn hands on how to hands on instructional
navigate and utilize
strategies with
tools to create a Google
slide. When locating differentiation based on
information teachers teacher readiness.
will use inquiry-based  Learning: Teachers
strategies to recall and locate and explore tools
approach content. to create materials for
their classroom to
develop a deeper
understanding of the
resource.
 Assessment: Teachers
will develop and explore
resources located in
google slide for
presentation and
application to the
classroom for teaching.
CLINICAL FIELD EXPERIENCE D-EVALUATE AND REVISE 10

References

Cantwell, L. (2019). Professional Learning Programs Implementation Plan Template, TEC 544.

Grand Canyon University.

International Society for Technology in Education (ISTE). (2016). Retrieved from

https://www.iste.org/standards/for-educators
CLINICAL FIELD EXPERIENCE D-EVALUATE AND REVISE 11