ADDIE+Design+Document

ADDIE Instructional Design Document: Analysis & Design =**Creating a Professional Learning Experience for ‘Your Group’ **=

Your group has been tasked with creating a professional development in-service for **SmartBoards**. As a group, you will create an Instructional Design Document that outlines the first 2 stages in the ADDIE model (Analysis & Design). In this “Design Document” you will explain in detail, the specific goals and objectives of the instruction and present a clear picture of the type of learning experience the learner will encounter. Be sure that your learning experience design takes into account all of the findings of your needs assessment, the learners, and the task and environmental analysis.

=**ANALYSIS**=

**(Sherry)** **Content:**  In this section of the Design Document, you will explore the content to be covered during the learning experience. What is the problem your learning experience will address (i.e. the goal of the learning experience), the context in relation to the school, the learners and create a ‘Problem Definition’. For example, XYZ school has access to new iPod Touch units, but the teachers do not know how to: 1) use the technology, 2) integrate the technology within the curriculum, 3)etc….You will need to propose a potential solution to your stated problem. content to be covered is best practices for using a smartboard in the classroom (Sandra) Our school has just purchased 15 new SmartBoards for chosen classrooms at Edgewood Elementary School. The teachers have seen 2 "pilot" teachers using them throughout the previous school year in their classrooms, but the teachers who are receiving the boards will be considered novice users. They have been to a a basic inservice on SmartBoards that reviewed the basic features, but we want to provide our teachers with a plethora of best practices before the school year begins. (Sara)  Our school has just purchased 15 new SmartBoards for classrooms in Edgewood Elementary School. The teachers have observed "pilot" teachers using them throughout the previous school year. These teachers have attended a basic in-service on SmartBoards that reviewed the basic features. Our objective is to provide the teachers with a plethora of best practices before the school year begins. 

====There are two main focal points to our professional development. The first is to provide an overall integration of the SmartBoard as an effective tool in the classroom. The second focal point is to give the teachers the opportunity to have a hands-on experience so they become comfortable with actually using the SmartBoard itself. ==== ====To address the overall integration aspect of this professional development, teachers will be introduced to the SmartBoard as a multimedia tool rather than as a glorified whiteboard. Best practices would include having students and teachers use the interactivity of the whiteboard to access multiple modalities and learning styles, such as kinesthetic learners moving words, pictures and definitions to make the connections. Another idea along these lines is having virtual field trips within the classroom to provide real world applications to concepts taught in the classroom, such as viewing online tours of historical sites, Google Earth for landforms, watching a roller coaster in motion to illustrate the different forces of motion etc. Another example of best practices for using the SmartBoard includes incorporating visual literacy into content with pictures and video to help bilingual and special education students. This is also helpful for illustrating abstract concepts and providing necessary background information to increase comprehension and understanding. ====  ====The second focal point of the SmartBoard professional development is providing a hands-on experience where teachers are able to create a lesson using the different SmartBoard tools, with the assistance of the teachers who already have experience using the SmartBoard. Best practices includes modeling, which would be provided by a video downloaded from the Smart website showing how to use the various tools. Then the experienced teachers will model lessons they have created, which would be followed by teachers working together to create actual lessons that can be used in their classrooms. These completed lessons will give teachers a sense of accomplishment and success, which will lead to increased confidence with using the SmartBoards in the future. (Sherry) ====

**(Sherry)** **Learner:** In this section of the Design Document, you will explain why the identified audience needs this specific instruction, the specific attributes of the audience making sure to address issues of learning style, level of education, language dominance, motivations, expectations, learning sophistication, etc...In other words, be as detailed as you can. Audience needs specific instruction to make sure they are not just lecturing and they will involve students in interactive activities so students will be more engaged in the learning process. (Sandra) The learners are all adult teachers that range in age, teaching experience, and technological comfortability (is that a word?). All teachers attending this in-service speak English as their first language. These teachers may feel very overwhelmed with the amount of information they will be provided so we want to be sure we are providing enough think time and "playing" time on the individual SmartBoards and PCs provided. The teachers will surely need regular breaks to use the bathroom, eat, and stretch, to ensure they are as engaged as possible when they return. The teachers attending the inservice all expressed an interest in wanting a SmartBoard in their classrooms, so motivation to be at the inservice should be high. Some teachers will surely be more experienced and comfortable using the SmartBoards than others. Be sure to involve participants in coming up to touch the SmartBoard during review parts of the training.

====The learners are all adult teachers that range in age, teaching experience, and familiarity with technology. All teachers attending this in-service speak English as their first language. Many teachers may experience, to various degrees, a sense of being overwhelmed with the amount of information provided. The in-service is provided as a result of the interest expressed by these teachers to have a SmartBoard in their classrooms, so motivation will be high. The hands-on portion of the in-service will provide an opportunity to address the different learning styles of the participants. An interest inventory will have been completed prior to the professional development, so the various topics mentioned will be covered as well. (Sherry) ====

In this section of the Design Document, you will detail potential learning environments that may be utilized to deliver your design (<span style="color: rgb(255,0,255);">be specific to one of your schools, don’t ‘create’ an environment). For example you may explain why a web environment may or may not work for this specific project, taking into account issues of cost, types of outcomes, and participant expertise. Or you may discuss why a face-to-face workshop is the best environment. However, in your Design Document be sure to discuss at least two different potential learning environments, explaining the pros and cons of each environment independently and against one another. <span style="color: rgb(255,0,255);">(I just changed a little bit of the wording and the tense of Seong's 2 educational environments --- hope that's okay - Sara)
 * <span style="color: rgb(255,0,0);">(Seong) Environment:**

There are two educational environments that will create a positive learning atmosphere in stimulating best practices via the use of a SmartBoard.


 * (1) Technology Staff Development Day - an institute day used before the start of the school year in which faculty sign up to attend the training. An enrollment limit will be used due to the number of computers and seats within our computer lab. <span style="color: rgb(0,0,0);">All participants will be considered novice users since they have never used a SmartBoard in their classrooms before. This means the training will only be on Level 1 (basic) SmartBoard operations. The teachers will be grouped according to their grade levels (K, 1, 2- primary) and (3, 4, 5 - intermediate) to allow the highest level of collaboration among faculty. This will allow the grade levels to discuss similar goals, ideas, lesson plans, and practice troubleshooting problems together. The staff developers who teach the lesson will receive a stipend, and our school district will pay the cost of those who attend the inservice. Another benefit of having the inservice in our district is that if participants have specific questions, the trainer would be on-site to answer them in a quick and efficient manner. The shortcomings of a technology staff development day would be that the trainer is assumed to have mastered the technology, which is not always the case. What happens if the trainer is not dynamic or lacks an engaging curriculum to teach to his/her peers? Time restrictions on the inservice day may also not allow the trainer to deliver the Smart curriculum in the manner it was intended. The time alotted to SmartBoard inservice may not be enough for some learners who need extra one-on-one time. It must be determined if the training will<span style="color: rgb(255,0,255);"> be one whole lesson for the entire institute day or are you bouncing from one room to another learning about different varieties of technologies offered such as SmartBoards, Google Maps, Digital Storytelling, or Moodle?

<span style="color: rgb(255,0,255);">(Seong you are right, having Smart On-Site Training is very expensive, that is why many districts pay to have 10-15 people trained and then they are the "trainers" for the rest of the district - much more cost effective than having the entire district trained by Smart Trainers) <span style="color: rgb(255,0,0);">Could we do a combination of both having people trained by Smart and then those trained would then train the rest of the faculty including the same pros and cons mentioned above? A second possible learning environment would be a less formal learning environment where the teachers have a mentor they work with, who has more experience with using the Smartboard. These teachers could observe each other and provide peer feedback, while also providing a person to be available to ask questions and assist with lesson design.(Sherry)
 * (2) Hiring On-Site Training from SMART - You can still have a staff development day but hiring and outsourcing assistance from SMART Technologies, themselves. They can provide full-day, half-day, or train-the-trainer teaching sessions. The beautiful aspect of this are the tutorials are provided by the very people who created this instructional tool.
 * 1) By having a full-day or half-day training, the tools taught are done with a curriculum that is created in a detailed format and providing collaboration with the instructors / peers. In addition, learning more advanced characteristics of the SmartBoard and making it a practical hands-on experience to learn more about this product and applying new learned skills and abilities from the SMART trainer on-site can also be an additional attraction to such training. The downfalls of such a plan is that there is a minimum number of participants for the class to run and difficulty to find participants due to teachers' busy schedules, lack of time, or other school responsibilities. The progression and integrity of the lessons may be diminished because of specific questions the participants may ask. Because of that, the trainer may have to come back again to extend lessons or elaborate on facets of learning this tool. Finally, cost is the biggest drawback in this type of training because outsourcing assistance will not be cheap for the school district or people learning the technology to take this class, quite possibly unless, a quantity or enrollment quota is met for a discount possibly given by SMART.
 * 2) By having the train-the-trainer teaching session it provides instruction to a select few teachers, called technology coordinators. Each discipline or grade level will designate or volunteer an individual to learn the SMART Board by attending the above full-day or half-day training. Then, the technology coordinator at an institute day will teach the remaining staff in a breakout session the various attributes of the SMART Board. The pros of such a plan are that a less formal learning environment is created, cheaper cost to the school district, they are learning from a peer within school who now has experience in teaching such technology, and finally can go back to the coordinator and use them as a resource, feedback, or troubleshooting guide. The cons are that a SMART Technologies person is not available for advanced questions as explained in the previous paragraph for the full-day or half-day training and lack of experience or comfortability that may remain for the technology coordinator.


 * <span style="color: rgb(255,0,0);">(Seong) Task:** In this section of the Design Document, you will detail a listing of tasks associated with the specific instruction, including a flowchart sequence of the order tasks are to be completed.<span style="color: rgb(11,43,234);"> Show examples of different activities that can but used to engage students. Use SmartBoard site that provides different lesson plans and activities. (Sandra)<span style="color: rgb(11,43,234);">

<span style="color: rgb(255,0,0);"> <span style="color: rgb(0,0,0);">
 * BEFORE YOU BEGIN:**
 * Install the SMART Board software on the computer (if not already installed by technology administrator).
 * Turn on the LCD projector within the classroom.
 * Make sure that the LCD projector is focused and centered on the SMART Board itself.
 * Connect the USB cable either to the mainframe of the computer or on the side of a laptop computer.
 * Before starting, calibrate your SMART Board screen by pressing the two buttons on the pen tray.
 * You should then see a gray screen with a 3 x 4 (12 total) design of plus-signs.
 * With your finger on the red plus sign, press your finger on it so it can begin the calibration process. As you press, the red plus sign will move to all 12 spots on the gray calibration screen.
 * After calibrating the screen, you should be ready to use and interact with your SMART Board.
 * 1) GETTING STARTED**

a. How does the SMART Board interactive whiteboard work? b. Your finger is the mouse c. The SMART Pen Tray d. The On-Screen Keyboard e. The right mouse button f. Orienting your SMART Board interactive whiteboard g. The Help button h. The Ready light i. Writing notes

Hands-on practice: Basic functionality


 * 2) WORKING WITH INKAWARE APPLICATIONS**

a. How do Ink Aware applications work? b. Which applications are Ink Aware? c. Microsoft Word and Excel software d. Microsoft PowerPoint software

Hands-on practice: Ink Aware and Microsoft Word software in the classroom Hands-on practice: Ink Aware and Microsoft Excel software in the office Hands-on practice: Using Microsoft PowerPoint software on a SMART Board interactive whiteboard

a. Using Notebook Software for the first time b. SMART Notebook software menu bar c. SMART Notebook software toolbar d. Side tabs e. Page Sorter tab f. Gallery tab g. Attachments tab h. Sharing your SMART Notebook file i. The Properties tab
 * 3) BASICS FOR SMART NOTEBOOK**

Hands-on Practice: Basics for SMART Notebook software

a. Manipulating objects in SMART Notebook software b. Shape recognition c. Typed text d. Drawing tools e. Inserting images into SMART Notebook software
 * 4) OBJECTS IN SMART NOTEBOOK SOFTWARE**

Hands-on practice: Objects in SMART Notebook software

a. Review of design basics b. Adding interactivity c. Reveal d. Identify and label e. Drag and drop f. Infinite cloner g. Magic pen
 * 5) CREATING INTERACTIVE LESSON ACTIVITIES**

Hands-on practice: Designing interactive lesson activities

a. Understanding the interactive whiteboard b. The interactive whiteboard's role in the classroom c. Best content for exploration on the interactive whiteboard
 * 6) EXPLORE THE POSSIBILITIES**

a. Instructional design basics b. Convey content clearly c. Target student age and ability d. Enable active student participation e. Cater to multiple learning styles f. Consider special needs g. Involve the entire class h. Scaffold students into other activities i. Encourage further inquiry j. Enable assessment of learning objectives k. Allow review and reflection
 * 7) LESSON DESIGN**

a. SMART's training center b. The SMART Learning Marketplace c. The SMART Exchange d. SMART's Teachers' Hub
 * 8) ADDITIONAL RESOURCES**

1. An example of an activity that would demonstrate the use of a SMART Board and Google Earth to find various locations of Summer Olympic host sites:
 * Look for a website that could detail the previous Summer Olympic host site locations. For instance, []
 * Then, open up Google Earth on your browser.
 * And, locate various geographic areas in which the Summer Olympics took place there

2. Another example, would be to have a signature card, blank check, deposit slip, and check register during a checking account unit for business education up on a SMART Board:
 * Create a template of a blank signature card, blank check, deposit slip, and check register.
 * Develop an activity of a fictitious situation in which the whole class can do together in which students are maintaining a checking account.
 * Fill out a signature card to open a checking account (student or students come up to demonstate in front of class).
 * Students fill out a blank check, deposit slip, and check register and teacher demonstrate the relationship between the forms to their checking account. In addition, the teacher then can use the various red, blue, green, and black pens on the SMART Board to further emphasize various sections of these banking forms.
 * As students come up, they have an accompanied worksheet and other peers can critique their ability to maintain a checking account.

<span style="color: rgb(255,0,0);">

=**DESIGN**= objective must be stated in observable and measurable terms tied to Blooms taxonomy. For example, if your objective is to apply knowledge use terms such as report 3 methods for….or classify the following 5 animals…) <span style="color: rgb(11,43,234);">Do you think the objectives should address best practices for using the SmartBoard as an effective tool rather than how to use specific programs? (Sherry) OK this is changed. Does this look better? Objective: The learner will examine different ways of using the SmartBoard as a multimedia tool in the classroom. Terminal Objective: Given a computer and Smartboard the learners will determine the best ways to incorporate interactive activities in the classroom. Enabling Objectives: Learners will use various websites and Microsoft applications including Excel, PowerPoint and Word to create interactive lessons.
 * <span style="color: rgb(255,0,0);">(Sandra) Objectives:** In this section of the Design Document, you will clearly state the objectives, enabling and terminal objectives, for the learning experience. Each

<span style="color: rgb(11,43,234);">Do you think this should be more detailed about specific activities the teachers will complete during the professional development as mentioned in the analysis? (Sherry) OK this is also been updated. Better? 1) Learners will create a lesson in PowerPoint <span style="color: rgb(255,0,0);">(Wouldn't we be creating lessons with the Notebook Software not Powerpoint?) with a link to GoogleEarth to teach geography. The learners will select different regions of the United States to locate and view landforms that can be shown to and interact with their students. Learners will write notes on the lesson and save it for future use in their classroom. They will be taught how to use the hide-and-seek feature to gradually reveal information on their PowerPoint.
 * <span style="color: rgb(255,0,0);">(Sandra) Learning Experiences:** In this section of the Design Document, you will identify activities necessary to meet the stated objectives. Each of the activities must be congruent with the findings of the Analysis and have a clear connection with your enabling or terminal objectives.


 * <span style="color: rgb(255,0,0);">(Sara) Assessment:** Throughout the entire training session the trainer will formatively assess participants after each small session using observation, open Q and A, and the questions below. The hands-on practice tasks provided by the trainer allow him/her to really assist those participants who need extra help. Completion of the learning experience (above) will be the participants’ summative assessment. Also, at the end of the training, all participants will complete a survey about the strengths and weaknesses of the training session.

1. Name the 3 components required to operate a SMART Board interactive whiteboard. 2. How do you know when the interactive whiteboard is ready to be used? 3. (On the SmartBoard picture) Circle the pen-tray button that launches the On-Screen Keyboard. 4. Describe one way to begin the orientation process. 5. How do you right-click on the interactive whiteboard? 6. Name two ways to restore writing that was cleared when you closed the Digital Ink Layer.
 * Review questions: Getting Started **

1. Describe the function of each of the buttons on the Ink Aware toolbar that appears in Microsoft Word software. 2. Describe how to insert digital ink as text into a selected cell of an Excel software spreadsheet. 3. Describe how to save writing on a PowerPoint slide into SMART Notebook software when in Slide Show view. 4. Describe how you would save your notes and drawings to PowerPoint software files.
 * Review questions: Working with Ink Aware applications **

1. What are the four tabs in SMART Notebook software? 2. Describe how to move an object from one SMART Notebook page to another. 3. How do I add a blank page to SMART Notebook software? 4. Why would you change the location of the tabs or toolbar located in the SMART Notebook software? 5. Why would you use the Attachments tab?
 * Review questions: Basics for SMART Notebook software **

1. (On the SmartBoard picture) Label the rotation handle, the resize handle and the drop-down menu on the object below. 2. Describe how to move an object from one SMART Notebook page to another. 3. Why would you add a link to an object that would direct you to another page in your SMART Notebook file? 4. What is the difference between "Send to Back" and "Send Backward" when ordering objects? 5. How do you spell check within a SMART Notebook file?
 * Review questions: ** ** Objects in SMART Notebook software **


 * Review questions: Creating interactive lesson activities **
 * 1) ** What are some ways you can reveal answers to the group? **
 * 2) How would you use the Magic Pen?
 * 3) How do you access the additional math and science symbols?
 * 4) How would you use the Infinite Cloner?
 * 5) Why is font selection important in creating a SMART Notebook file?

The technology resources available for our presentation include 15 mounted SMART Boards in teachers’ classrooms at our school, 2 movable SMART Boards that will be placed in the computer lab during the training session, 30 HP computers, 1 colored printer, trainer computer (which must have an available USB port to connect to the receiver), and projector and cables (power and VGA) for connection to the trainer’s laptop. Resources needed: Level 1 learner workbook for all participants (depending on the number that register to attend) Presentation will of course use the actual SmartBoard. Use of different websites should be shown that has engaging activities. We should also provide a printed list of the website for teachers to take back to their classrooms to evaluate and use. (Sandra)
 * <span style="color: rgb(255,0,0);">(Sara) Technology & Media needs:** In this section of the Design Document, you will address what technology resources are available, what additional resources you will need, and any other media needs necessary to meet your stated objectives. Just as there are many ways to design instruction, so too are there many ways to represent design. You are free to select any presentation format you deem appropriate. All that I ask is that a connection between the goals and outcomes, activities and resources, and assessment is clear. Your Design Document should provide a rational regarding the selection of specific learning activities and assessments in regard to the analysis and design phases.<span style="color: rgb(0,255,0);">

The document should also include a discussion of the strengths and limitations of your design. <span style="color: rgb(255,0,255);">Limitations: We did not ask the participants for feedback regarding their preferred learning styles for the inservice. <span style="color: rgb(255,0,0);"> Not enough time to explore the different hands on tools that the SmartBoard has to offer. Teachers are familiar with using Microsoft Office programs but they are not as compatible with the SmartBoard and are more limiting than the Notebook Software.

Strengths: We did an interest inventory of the teachers on what they would like to get out of the workshop. Creating a mentoring relationship which will offer long-term opportunities for developing lessons with other teachers.

All group papers must be emailed as .doc files (Word) to the instructor by the beginning of class time on the date due. Save papers as .rtf (Rich Text Document) files if you do not have the option to save files as a .doc (Word) file. Include your groups ‘name’ in the file name of the document. For example, hansendesigners_designdocument.doc. This makes it much easier for me to organize your work.

Let me know if you have any questions.