Professional Documents
Culture Documents
CAPSTONE PROPOSAL
MASTER OF SCIENCE in
Instructional Science and Technology
Jonathan Watts
September 4, 2018
Capstone Approvals: (At least one advisor and capstone instructor should approve)
___________________________ _____________
Advisor Name Signature Date
___________________________ _____________
Table of Contents
Executive Summary.............................................................................................................3
Background.........................................................................................................................4
Learner Analysis..........................................................................................................7
Context Analysis..........................................................................................................8
Content Analysis..........................................................................................................9
Literature Review.......................................................................................................11
Solution Description..........................................................................................................14
Learning Objectives...................................................................................................15
Instructional Strategies..............................................................................................20
Development Plan......................................................................................................23
Implementation Plan..................................................................................................24
Timeline ...................................................................................................................24
Resources...........................................................................................................................25
Resource List............................................................................................................25
Timeline....................................................................................................................25
Evaluation..........................................................................................................................26
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Executive Summary
As new research emerges, teachers must stay current in their practice, always developing their
craft and increasing their relevant knowledge. Unfortunately, time and resource constraints
during the workday limit opportunities to address all the necessary topics in an effective manner.
opportunities are offered through after-school workshops, which haven’t proved to be the best
method for effectively reaching a large audience across eight elementary and two middle
schools. In addition to the barriers created by time and resource constraints, the current
professional development model offers little accountability or support for applying learned
development to teachers through online modules paired with instructional support that scaffolds
teachers’ application in the classroom. Online learning modules could potentially reach a
significantly larger audience than the after-school sessions, since the barrier of being at a specific
location and time would be removed. In addition, with time and location constraints removed,
these online learning modules can bring professional development topics directly into the
classroom for application. The first part of each set of modules will cover content and pedagogy
of the desired topic, including interactive scenario-based learning that closely mirrors the actual
classroom application. The second part will be a prescribed classroom activity putting into
practice the content and pedagogy learned from module one. Additionally, implementation of this
module will be accompanied by the pairing of an instructional coach who assists in carrying out
Background
Needs Assessment
model of live, in-person after-school workshops, is challenging. A more ideal situation for
professional development would be a training that takes place during the day, providing
opportunities for discussions of instructional practices as well as time for application of learning
in their own classroom. Unfortunately, there are barriers in the education profession that make
coordination of this learning difficult. Unlike professions that provide professional development
during the workday, teachers are rarely able to leave the classroom. For a teacher to attend
training during work hours, they have to create detailed lesson plans for a substitute, for which
there is currently a shortage. A substitute is not as effective as the classroom teacher, as well, due
strategies. For most teachers, a day out of the classroom means loss of instructional time and a
general sense of worry, which, in turn, will affect motivation in the professional development
they are attending. In addition, because of the shortage of substitutes, there are limits to the
number of teachers that can be out of the classroom for training, which greatly diminishes the
This leads to less-than-ideal situations for PD: after-school trainings, which compete with
teachers’ child care schedules and other life commitments; small time slots at staff meetings,
which don’t provide time for meaningful learning; or grade-level team meetings, which reach a
small audience at a time and are often packed with other agenda items to cover. Given these
limiting factors to offering effective professional development, a framework for online learning
To measure the effectiveness of this framework for professional development and display
its potential positive impact, this project focuses on a current content and instructional need of
the district. The current district-adopted math curriculum has few resources and lessons that
address instructional strategies for teaching the standards for mathematical practice, and few
opportunities for professional development have been offered on this subject. This makes the
standards for mathematical practice a compelling topic for the first of these professional
development learning modules, as it should align with teachers’ motivation and values, as well as
the district’s current initiatives to improve instruction and learning in math (Sunnyvale School
District, 2017). Teachers’ gaps in understanding how to implement the standards for
mathematical practice in student learning activities display a lack of knowledge and skills; this
lack of knowledge and skills is also apparent in students’ application of the standards for
mathematical practice as evidenced by last year’s CAASPP and this year’s district math
benchmark scores. Creating online learning modules that address the standards and guide
addresses the teachers’ lack of knowledge and skills for implementation, and the limiting
To validate development of these modules, two Google Forms surveys were sent to a
variety of teachers, from grades kindergarten through fifth grade, in Sunnyvale School District.
The first survey addressed the need for alternative PD offered through online modules and the
technological complexity to which these modules could be designed. The second addressed the
gap in teachers’ knowledge and implementation of the standards for mathematical practice. Both
surveys were followed up by several individual interviews to obtain additional information about
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their thoughts on answering survey questions, and to ensure that no incorrect judgments or
Responses from the first survey indicated that teachers value professional development,
are motivated to learn through the platform of an online module, and will require modules
designed with basic technological complexity. 59% of those surveyed showed interest in online
PD modules, while an additional 23% rated their interest as neutral, which, after follow-up
interviews, revealed they were simply unfamiliar with any form of online learning. This is
crucial, since without value and motivation, teachers will not “achieve proficiency in new
knowledge and skills” (Stolovitch & Keeps, 2011). Teachers also indicated their proficiency of
technology integration in the classroom through a series of questions where they placed
agreement with statements of their practice on a 1-5 point scale labeled from “Strongly
Disagree” to “Strongly Agree.” This information helps determine the complexity to which the in-
class application module is designed. Each of these questions received the majority of their
responses in the neutral category. After follow-up interviews, it was determined that a neutral ‘3’
The second survey revealed that the greatest opportunities for improvement in both
teacher knowledge and implementation were related to the standards of “constructing viable
arguments and critiquing the reasoning of others” and “look for and express regularity in
repeated reasoning” (California Department of Education, 2014). Since the modules will be
broken into two parts, with the first covering theoretical knowledge and the second applying that
knowledge with students, this survey asked teachers to respond separately to their knowledge
and current implementation of each standard. On a 1-4 scale with the labels of “Not very
30% implement less than once a week. For effective instruction to occur, teachers need to have a
solid understanding of their content and pedagogical knowledge (Shulman, 1986). Based on
these survey results, teachers have a need for improving both content and pedagogical
Information from both surveys validates the creation of these learning modules, based on
a gap in knowledge and skills, as well as the fact that teachers are motivated and willing to learn
via online learning modules. Additionally, due to time and resource constraints during and after
school hours, self-paced online professional development modules present themselves as a cost-
effective solution to offer more PD to a larger audience than would previously be possible.
Learner Analysis
The primary learners for this professional development module will be kindergarten
through fifth grade teachers in Sunnyvale School District. The students in their classroom will be
secondary learners, as they benefit from any improvement in instructional strategies and
classroom activities. According to the district’s student information system, which contains
demographic information on students and teachers, this group of teacher-learners has experience
in the teaching profession ranging from one to forty years, and consequently has varied
the standards for mathematical practice and accessible technology that can be used in the
presentation and delivery of the learning module. The majority of teachers currently use
AppleTV boxes to wirelessly project iPad and laptop screens to a surface visible to students.
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Each teacher has access to a laptop and iPad for professional use, and either iPads,
Chromebooks, or a combination of both, for student use. District communication is regularly sent
through Gmail, and most teachers have used additional Google products freely available to
teachers and students such as Google Docs, Google Slides, Google Forms, Google Drive, and
YouTube.
Teachers and students should all have a basic familiarity with Google Slides, which will
serve as the main delivery method of both modules. With the lack of any formal learning
management system in the district, the commonly-used Google apps suite will help the learners
stay focused on the lesson at-hand as opposed to learning new software in order to access
content. Following suit, any necessary videos will be embedded in the slides through YouTube.
Context Analysis
Time in the teachers’ busy work schedules and home life would be the biggest constraint
to implementation of this project. The advantage offered by designing online modules will be
that teachers can divide the time spent on the first module over several days or weeks. A
disadvantage, though, is that according to the needs analysis, at least 23% of survey respondents
may be unfamiliar with online learning. To address this issue, the familiar format of Google
Slides and other Google apps is used throughout the learning modules. Since all classrooms have
a means to project the Google Slides presentation in the classroom, and all teachers have district-
provided laptops and iPads, required resources to access the learning content should not be an
issue. Professional development and improving instruction and learning in math are both
supported in Sunnyvale School District’s culture, so teachers should welcome both the model for
The willingness and close collaboration with the elementary math instructional coach, as
well as the grade-level leadership team members are essential for the development and
implementation of this project. Through various check-ins during monthly team meetings, and
frequent collaboration between the math coach and instructional designer for this project, time,
resource allocation, and work-setting constraints will have little-to-no impact on the design,
members from the grade-level leadership team, which range from kindergarten through fifth
grade teachers across eight elementary schools. They will be helpful in providing initial feedback
before the modules are readily available to the secondary target audience of all teachers in the
Content Analysis
The major topics covered in this two-part module will be background content and
pedagogical knowledge in the first module, and guided application of these concepts in the
second. For teachers to effectively apply instructional strategies as they relate to the focus
standards of both math practice standards (“constructing viable arguments and critiquing the
reasoning of others,” and “look for and express regularity in repeated reasoning”) they need to
have a firm understanding of the mathematical practice standards themselves and related
instructional strategies as they apply to the content standard of their grade level. To keep the
planned instruction cohesive between instructional strategies, routines, and vocabulary needed
for learning, the majority of the content for this module will be pulled primarily from Routines
for Reasoning: Fostering the Mathematical Practice in All Students (Creighton, Kelemanik &
Lucenta, 2016). Providing learners with training based off elements from one text will also give
them an easily accessible continuation of learning. The elementary math instructional coach will
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be the primary subject-matter expert, and will conference frequently with the instructional
designer throughout the creation of the two-part modules. Since the standards for mathematical
practice are guiding how students interact with grade-level content, and the audience for these
modules spans six grade levels, the subject-matter expert and grade-level leadership team are
Teachers will read, reflect, and discuss with their peers what it means for students to
interact with mathematics and approach problem solving as described in the standards for
mathematical practice. Learners will analyze the relationship between the mathematical
practice standards, and the roles they play in supporting each other in developing
standards 3 and 8: “Construct viable arguments and critique the reasoning of others” and
“look for and express regularity in repeated reasoning.” Video or audio of example
classroom discussions, and short readings will be provided to give context to the
standard. Shared online spaces, such as Google Docs or Padlet, will serve as a platform
Teachers will read about, watch, reflect on, interact with, and discuss the Repeated
Reasoning instructional routine for promoting this type of student discussion in class.
They will also provide evidence of competency in theoretical knowledge of the standards
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and appropriate instructional practices through short quizzes embedded throughout the
module.
To engage students and provide context to the mathematical content standards at hand, a
short video will present a scenario and guiding question for students to consider. The
carefully crafted question will allow for multiple approaches to solving a problem, giving
A series of discussion questions and directions for students, along with footnotes for the
teacher, provide the necessary supports to implement the learned instructional strategies
To validate student work, a concluding video will show one possible solution to the
guiding question. Footnotes to the teacher support the facilitation of a closing discussion
and reflection.
After participation in both modules, teachers should display mastery of the theoretical
knowledge of the standard and accompanying instructional strategies. Teachers should also be
able to implement the same instructional strategies and routine with future content standards,
using the modules and corresponding discussions from their peers as reference.
Literature Review
and improving classroom practices. Only recently, though, has the proliferation of internet-
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connected devices and cloud-based software applications allowed for online spaces to be an
effective environment for teacher professional development (PD). Just within the past decade
have researchers been able to study effects of online PD as devices are more readily available,
and the majority of the population now have consistent access to the Internet. Research and
studies on the topic of professional development in education, in any form, are still as relevant to
online PD as they are to traditional PD opportunities, and should be considered when designing,
effective PD in general can assist in the creation of any online PD. Additionally, with each year’s
advances in technology and availability of online tools, more research is becoming available on a
wider range of online PD topics. Good instructional design is beneficial to any learning scenario,
with any medium for delivering learning or interacting with other participants.
There are certain components that should be considered in any professional development,
regardless of what technology is being utilized. Including Mishra and Koehler’s (2006) TPACK
framework, for instance, which suggests being aware of learners’ technological, pedagogical, and
content knowledge, when designing professional development, will help ensure educators have
the required knowledge sets to process the learning at-hand. As it applies specifically to online
learning, instructional designers need to assess the technological knowledge set of their learners
to ensure they can access the content, and take advantage of any instructional strategies and
learning activities as they were designed. Without considering the overlap of these three areas,
learners may not have the required skills to take full advantage of the intended learning design.
Along with ensuring that the instructional design of professional development addresses
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teachers’ knowledge sets as a prerequisite to accessing learning, addressing teacher beliefs about
learning is also an important consideration. Whether the professional development is about using
technology in the classroom, fostering collaborative discussions among students, or learning how
to apply new instructional strategies, the belief systems of educators plays an important role in
the eventual implementation of this learning. Researchers such as Chen, Looi, & Chen (2009),
Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur (2012), and Aguirre & Speer (2000)
have all analyzed the impact prior belief systems have when it comes to the actual classroom
implementation and day-to-day decisions teachers make. It is difficult enough to address teacher
Similar to the trends of classroom learning and instruction moving toward a constructivist
Vrasidas and Michelins Zembylas (2004), for example, take this constructivist approach when
describing their framework for professional development and specifically mention applying
professional development course, and revealed the positive effect it had on enhancing educators’
practice (Chitanana, 2012). As more professional development opportunities are moved online to
address teachers’ busy schedules and to provide instruction on a wider variety of subjects to a
larger audience, careful design considerations need to be taken into account. Too often, in-
person workshops are offered in a traditional sit-and-get model, as opposed to a model with
educators actively participating in their learning. It is important not to simply copy this model
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when moving PD online, but instead re-examine how technology can be used to create a
learning.
Solution Description
The target audience for these modules is kindergarten through fifth grade teachers in the
Sunnyvale School District. The goal is for teachers to be able to independently, and
collaboratively with their peers, design instruction and student learning that reflects concepts
learned in the online professional development learning modules, which, in this case, are the
standards for mathematical practice and select routines. Other relevant stakeholders include
students in the participating teachers’ classrooms. Ethical considerations for this project include
equitable and responsible instructional design. The concepts and content in the learning modules
will be applied with a wide range of students, therefore all types of students and learners must be
development framework, a specific math topic has been chosen for this project, based on recent
student performance data and a declared organizational need. Additional resources for the project
include: Routines for Reasoning (Creighton, Kelemanik, & Lucenta, 2016), a district elementary
math instructional coach, who serves as a content matter specialist, and a district grade-level
leadership team, who have volunteered to provide constructive feedback, interact with the
learning module, and provide grade-level content support as needed. The district culture is
supportive, and technology resources are available through Google apps for education. Time is
the only possible constraint, as the goal is for development, implementation, and evaluation to
occur in the 2018-2019 school year. Implementation of the two-part module will take
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approximately forty-five minutes for the teachers’ independent portion, completed on their own
Learning Objectives
There are three terminal objectives and three enabling objectives that support each
terminal objective. Both terminal objectives fall into the cognitive and affective learning
domains, since teachers are processing content and pedagogical knowledge (cognitive domain) in
addition to aligning their values and attitudes (affective domain) through implementing the
instructional strategies included in the module. Through utilizing this module, teachers are
engaging with each level of Bloom, Anderson, and Krathwohl’s (Bloom, 1956; Anderson, 2001)
cognitive domain; they are referencing their math content knowledge while applying new
instructional strategies with their students. Teachers then analyze student responses to the
outlined activities within the module, and evaluate student learning to adapt their lesson as
necessary. After the completion of the entire module, teachers will reflect on the process and
the essential elements of the Repeated Reasoning instructional routine with 100%
accuracy.
routine.
Elements of Constructivism and Andragogy are the major learning theories supporting
the instructional design of the professional development modules. As the target audience for
these modules is adult professionals, and the content they will be learning is directly applicable
to their daily work scenarios, learning theories and strategies that address these concerns prove
most beneficial.
Andragogy
Andragogy is a term to describe the teaching of adult learners. This can be contrasted
with pedagogy, which is a term to describe the teaching of children. Malcolm Knowles is most
known for his work in defining this adult learning theory, and distinguishing the general
differences in which adults learn as compared to children. The basis of Knowles work lies on six
assumptions about how adults learn: the learner’s need to know, self-directed learning, prior
experiences, readiness to learn, problem solving focus, and motivation (Knowles, 1984).
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These assumptions are generally summarizing adults as learners who need to know what
it is they are learning, are capable of directing their own learning path, have a wealth of life
experiences to draw upon, and are intrinsically motivated and ready to learn when they can see
the immediate application of their learning in real-life problems and situations (Knowles, Holton
III, & Swanson, 2005). The implication of these assumptions on designing online professional
development modules for teachers is that the modules should relate directly to a problem or
situation to which the learners can relate. In this case, based on an initial needs assessment, the
mathematical practice standard numbers three and eight have been chosen as the real-life context
for learning. As learners progress through the modules, they will see how their learning can be
applied directly to their own life experiences in the classroom, culminating in the actual
application of learned instructional strategies and routines with their own students.
Constructivism
The constructivist theory of learning posits that learners construct “their own
understanding and knowledge of the world through experience and reflecting upon that
experience” (Harasim, 2007). The role of an instructional designer, in this case, would be to
create learning experiences where learners are actively involved in the creation of their own
knowledge and understanding, interacting with the learning materials, and reflecting on their new
learner, David Jonassen contributed further to the field by analyzing the constructivist
of knowledge, working all the learning activities around this theme. In his work, he identifies
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three key components to consider in the design of this problem within the constructivist learning
environment: “the problem context, the problem representation or simulation, and the problem
As the problem context applies to the professional development modules, throughout the
first module, teachers will engage in different virtual scenarios that closely resemble
mathematical discussions that take place in their classrooms. All contextual information about
their learning is communicated early on, with the overarching goal of learning to foster rich
Jonassen writes that the second component, the problem representation, “is critical to
learner buy-in,” and can “become a story about a set of events that leads up to the problem that
needs to be resolved” (Jonassen, 1999). For this to be effective, the problem needs to be
authentic and relevant to the learner. To incorporate this element in the online learning modules
for teachers, they will be able to virtually interact with different questioning techniques that lead
for facilitating student conversation, the virtual student conversations become more robust,
The last component Jonassen (1999) mentions is the problem manipulation space. This
describes the component in the environmental design where learners are able to manipulate
something to construct their learning. Learners in this professional development module will
interact with instructional strategies and routines that provide realistic and informative feedback
in the form of student audio snippets and on-screen text. Through strategic moments throughout
the module, participants will also post responses and reflections in an online forum that is shared
with other participating learners. Through this online collaboration, they will continue to
ONLINE LEARNING MODULES 19
construct their learning around the topic. This action of social participation in learning is also an
important component of many constructivist views, which hold that “collaborative groups are
important because we can test our own understanding and examine the understanding of others”
(Wilson, 1996).
Test Instruments
Throughout the first learning module, which focuses on the background knowledge of the
standard and related instructional routine, teacher-learners will be presented with two short
quizzes, which include matching and short answer questions. Feedback on matching questions is
provided immediately by the Google Form quiz, while feedback on their short answers will be
provided by district instructional coaches with access to the Form. Scores on the two embedded
quizzes will determine mastery of the first module’s objectives. Google Forms is an appropriate
method of assessment for the first module as it is integrated with the Google suite used
throughout the modules. Assessment for mastery of the second module’s objectives will include
observation by an instructional coach, and review of the independently created module by the
teacher. The standards for mathematical practice needs assessment will be used as an additional
assessment tool to measure pre and post attitudes and perceptions of knowledge and
there will be peer discussions and interactions through shared online spaces, each participant will
be learning on their own time. Both modules will be created as separate non-linear slide decks
using Google Slides. All videos included will be uploaded to YouTube and embedded in the
slides to minimize any distractions or potential problems that could occur from opening new
ONLINE LEARNING MODULES 20
websites or software. When possible, readings will be embedded in the slide deck or opened in
Google Docs. The Google app suite is familiar to the target audience, and uses the same login
that teachers use daily to access their email. Providing assessments through Google Quiz, a
feature of Google Forms, will make data collection and analysis a seamless process, as teachers
are usually already logged in to their Google accounts on their computers, and Google Forms
will collect their email addresses as they take the quiz. The second module is designed to be
instructor-led, and will be delivered to the class through Google Slides. All teachers have access
to projection hardware and speakers that will enable them to display the slides and
accompanying videos. Access to both modules will be through a website that will house future
Constructivism is the major learning theory driving the development and design of the
online professional development module, including instructional strategies employed during the
in PD (Vrasidas & Zembylas, 2004), and Kim Carter’s report on effective characteristics and
challenges in online professional development (Carter, 2004) informed additional design and
implementation decisions.
Agenda:
Module 1: Background content and instructional routine slide deck
Topic/Task: Description: Time Frame: Resources:
Math Practice Short reading and a 5 minutes Online article
Standards – Why are video describe the or embedded
they important? importance of these text
standards Video
Overview of the Describes the “lead 10 minutes Online article
relationship between actors” and or embedded
all the practice “supporting actors” in text
ONLINE LEARNING MODULES 21
Module 1 Google Slides slide deck (Mathematical Practices Overview and Repeated
each other: retrieved from Routines for Reasoning, and reused for each grade
o Padlet Page for collaboration: linked on the slide deck for asynchronous
Module 2 Google Slides slide deck (6 slides – one for each grade level K-5)
o Introduction/Conclusion math video (6 videos – one for each grade level content
standard)
Pretest/Post-test
Development Plan
Before initial development, the elementary math instructional coach provided guidance in
selecting content standards for each grade level, based on how they may lend themselves to
constructive student discussions described in the focus standard for mathematical practice, and
creation of the introductory video for each grade level’s class activity module. Research and
outline of the chosen instructional routine, online articles, and short videos of student discussions
was also a collaborative process between the instructional coach and instructional designer of the
modules. Time will be the biggest constraint, as creating the second module tailored to each of
the six target grade levels is a large task for one person. Thankfully, the first of the two modules
can be reused for each grade level, leaving only the classroom activity module to be created for
each grade level. Additionally, to speed up the process, introductory videos could be found
online instead of personally crafted. As both the elementary math instructional coach and
instructional designer are paid to provide professional development to teachers, the creation of
these modules falls into their job descriptions, adding no additional costs.
Implementation Plan
The first module is a self-guided study of instructional practices and standards, requiring
only the knowledge of how to open a Google Slide deck, follow simple instructions, and click on
embedded links and videos. The second module requires the ability to project a Google Slides
presentation to students, of which all target teachers are knowledgeable. The course requires one
instructor with basic classroom management expertise, and grade-level content knowledge. All
teachers are certificated with a California teaching credential, which implies they possess the
Timeline
Video creation for each grade level’s module 2 intro – 4/16/18 – 4/20/18 (1 week)
Pilot testing of classroom activity by grade level leadership – 5/28/18 – 6/1/18 (1 week)
Module 1 (truncated version) pilot with summer school teachers - 7/1/18 - 7/16/18 (2
weeks)
Resources
Resource List
Necessary resources are outlined below. All resources are readily available to the
instructional designer:
Technical Skills
The instructional designer has all the technical skills necessary for design and
development of this project. Throughout the MIST program and previous experience, the
instructional designer has acquired web, instructional, and multimedia design skills. Through
support from the grade level committee and elementary math instructional coach, all
instructional strategies and content development are reviewed as appropriate and effective.
Timeline
need to be redesigned).
Module 1 Storyboard With a successful classroom 9/2/2018 – 9/28/2018
activity based off an outline
of what is to be covered in
Module 1, the storyboarding
and design of Module 1 can
commence.
Module 1 Creation All resources, content, and 9/10/2018 - 9/28/2018
interactive elements of the
Google Slides Module 1 are
created
Website Creation Website is created for 10/1/2018 - 10/30/2018
housing the professional
development modules with
any additional resources and
space for future professional
development modules
Evaluation
Formative Evaluation
Formative evaluation will occur through observation of pilot testing and a feedback
survey given to the elementary grade-level leadership team (Appendix A). The pilot group of
teachers will be encouraged to document any changes they made while delivering the classroom
activity module on a copy of the slides themselves, which will help inform further revisions of
Module 2.
Summative Evaluation
Data from the first module’s quizzes will provide information on the effectiveness of the
provided articles, video vignettes, and online discussions covering instructional strategies,
routines, and mathematical practices content. Analyzing the data collected from the standards for
mathematical practices pre and post-test (Appendix B) will inform the instructional designer on
the effectiveness of both modules in their ability to improve knowledge about and
ONLINE LEARNING MODULES 27
implementation of the focus standard. There will be no transfer, payoff, or ROI evaluations for
this course.
ONLINE LEARNING MODULES 28
References:
Anderson, L.W., Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing: A
http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
Carter, K. (2004, May). Online training: What's really working? What does today's successful
online professional development look like? Technology & Learning, Vol. 24 (10), 32.
Retrieved from
http://go.galegroup.com.library2.csumb.edu:2048/ps/i.do?ty=as&v=2.1&u=csumb_main
&it=DIourl&s=RELEVANCE&p=AONE&qt=SN~1053-
6728~~VO~24~~SP~32~~IU~10&lm=DA~120040000&sw=w&authCount=1
Creighton, S.J., Kelemanik, G., & Lucenta, A. (2016). Routines for Reasoning: Fostering the
https://www.savoiabenincasa.gov.it/wp-content/uploads/2016/04/1999-Jonassen.pdf
Knowles, M.S., Holton, E.F. III, & Swanson, R.A. (2005). The Adult Learner: The Definitive
Classic in Adult Education and Human Resource Development. Taylor & Francis Group.
http://www.jstor.org.library2.csumb.edu:2048/stable/1175860?seq=2#page_scan_tab_con
tents
Stolovitch, H.D. & Keeps, E. J. (2011). Telling Ain’t Training, 2nd Edition. Alexandria, VA:
Sunnyvale School District. (2017). Local Control and Accountability Plan (LCAP). Retrieved
from
https://www.sesd.org/site/handlers/filedownload.ashx?moduleinstanceid=2396&dataid=5
273&FileName=2017_LCAP%20Sept%2012.pdf
Vrasidas, C., Zembylas, M. (2004). Online professional development: lessons from the field.
https://doi.org/10.1108/00400910410555231
Appendices
Appendix A
This Google Forms survey serves to inform the instructional designer about the perceived
effectiveness of both part-one and part-two modules. Respondents mark answers on a 1-4 scale,
labeled “Strongly Disagree” to “Strongly Agree,” based on their agreement with the following
statements:
1. The videos were engaging and a good way to pique my students’ mathematical interest.
3. The progression of activities (independent time, think time, partner sharing, etc) supported my
Practice: “Construct a viable argument” and “Critique the reasoning of others”. “Look for and
Appendix B
This Google Forms survey was given prior to participation in the learning module, to determine
the need for professional development around the standards of mathematical practice, and will be
given again following participation in the module. Answers from both surveys will serve to
inform the instructional designer about the effectiveness of the module as it relates to increasing
Survey questions:
Rate your overall knowledge of the standards for mathematical practices on the following scale:
Knowledgeable
6. Attend to precision
Rate your overall implementation of the Standards for Mathematical Practice in your instruction
and student activities on the following scale: 1- none, 2- occasional implementation, 3- weekly
6. Attend to precision
Rate the availability of easily accessible resources to practice the integration of these standards in
your math instruction using the following scale: 1- none, 2- few, 3- some, 4- plentiful.