Kristin Sapp Staff Development Workshop UBD Lesson Plan FRIT 7738: Practicum Spring 2012

Index UBD Lesson Plans Assessments Participant Evaluations Self Evaluation Candidate Handouts Step by Step Guide Online Resources Instructor Support Materials pgs. pgs. pgs. pgs. pgs. pgs. pgs. pgs. 3-7 8-12 13-16 17-18 19-24 19-22 23-24 25-33

Staff Development Workshop UBD Lesson Plan

Title: Classroom Performance Systems Topic: Using CPS technology Subject/Course: Professional Development Designer(s): Kristin Sapp

Audience: Educators Stage 1- Desired Results

Established Goals: To construct educators knowledge of effective strategies to use the CPS software and clickers to enhance instruction.
NETS-T STANDARDS FOR TEACHERS: 1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environment a. Promote, support, and model creative and innovative thinking and inventiveness. c. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes. 2. Design and Develop Digital Age Learning Experiences and Assessments: Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. 3. Model Digital Age Work and Learning: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situation. d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information. 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

Understandings: Participants will understand that: How to operate CPS software and hardware. How to integrate CPS into instruction CPS can lessen the workload for a teacher CPS can stimulate student interest in lessons Power point presentations, Microsoft word documents, and the web can be integrated while using a Classroom Performance System Related Misconceptions: Using the technology will take up too much class time It is impossible to use other resources such as the web and Power Point with CPS Planning time increases when using CPS Essential Questions: Topical Questions: 1. How can I create a class using the CPS software? 2. How can I create a lesson using the CPS software? 3. What are some ways to implement CPS into instruction? 4. How do I use the team activities feature in the CPS software? 5. How do I use the reports feature? 6. What other technologies can I implement while using the CPS? Students will know How to set up CPS software and clickers How to use the CPS software and remote controls How to implement the software into instruction and assessment in a meaningful way. Ways of using the web with the CPS software. Essential Questions: Overreaching Questions: 1. Why is the CPS a good resource to implement into the classroom? 2. How can the CPS be used in daily instruction? 3. In what ways can using CPS lighten an educators work load?

Students will be able to Develop classes and lessons using the CPS software Create exciting lessons using multiple technologies and team activities features while using the Classroom Performance System Promote team activities using CPS software Develop reports for assessments using the CPS software Use the reports as grades on certain assignments to lighten the graded work load.

Stage 2- Assessment Evidence Performance Tasks: Be sure to indicate: Goal: To provide teachers with knowledge of how to implement technology to enhance instruction. Role: There will be a group assignment where teachers will create classes and lessons to use with their classroom students. Another group assignment will be given where teachers will create excited team activities to increase student excitement and interest in class lessons. Audience: K-12 teachers in the Long County School System. Situation: Long County Schools are interested in moving towards technology driven instruction. The Classroom Performance System is one technology tool that can be provided for every teacher. However, some teachers are interested in receiving the technology. Other teachers have the CPS systems, but are not implementing them into instruction. All teachers lack training on how to operate the software and ways of using the technology to improve instruction. Product Performance and Purpose: Use the Classroom Performance System to create lessons that engage and excite students to interact with the educational process. Standards and Criteria for Success: The NETS-T standards will be used as a guide to help develop the lesson. The criteria for success would be teachers learning to operate the CPS software and using that technology in their own classroom. Other Evidence: During the workshop: Pre-assessment survey Observations while using CPS remotes Informal teacher observations as students work in small groups to create classes and lessons using the CPS software

After workshop: Students will use bulleted How to list of instructions to create classes, lessons, and use verbal tools on the Classroom Performance System Software. Students will be able to set up and utilize the CPS into their own classrooms to enhance instruction.

Post-assessment survey

Stage 3- Learning Plan Day One: Beginners CPS course: Prior to the Professional Development workshop, teacher should have taken the Survey Monkey pre-test. T 1. Students will watch a web 2.0 presentation about how CPS can improve instruction. W H 2. Students will watch and follow along with the How to Guide. W H O Teacher will: 3. Explain the Plan tools on the CPS system. W E1 O 4. Demonstrate how to set up classes into the CPS system. W E1 5. Demonstrate how to set up lessons into the CPS system. W E1 6. Create a vocabulary lesson and a lesson using OAS questions. W E1 7. Use Engage tools on the CPS system. W E1 O 7. Students will participate in a lesson using the CPS remotes. H E2 Teacher will: 9. Demonstrate Verbal tool. W H E1 10. Open Power Point Presentation that will be implemented with using remotes. W E1 11. Open internet browser Georgia Online Assessment System that will also be implemented. W E1 12. 13. 15. 16. Students will participate in a Verbal lesson. H E2 In groups, the students will create classes using their class rosters. E2 T Then, the students will create lessons using their own knowledge, vocabulary lists, or websites. E2 T Teacher will offer assistance and evaluate students learning through observations. R E2 T

Teacher will: 17. Pull up the Reports feature and show reports for the lessons that have participated in throughout the workshop. W E1 E2 18. Students will take a post-test survey to assess their own on the professional development workshop. R Day Two: Advanced CPS course: Prior to the Professional Development workshop, teacher should have taken the Survey Monkey pre-test. T Beginning to Hook: O 1. Students will watch a web 2.0 presentation about how CPS can improve instruction. W H 2. Students will watch and follow along with the How to Guide. W H O 3. Teacher will begin with a sample lesson for classroom students using web 2.0 tools. H 4. Using Engage tools, engage in a lesson already created in CPS. W H 5. Play Challenge game using CPS tools. W H Preparing Lessons: O

6. Review how to create a lesson in the CPS software. W E1 O 7. Discuss features available in the CPS software for creating a question. W E1 8. Demonstrate Verbal tool. W H E1 O 9. Open Power Point Presentation that will be implemented with using remotes. W E1 10. Open internet browser Georgia Online Assessment System that will also be implemented. W E1 11. Students will participate in a Verbal lesson. W H E1 12. Explain how to import and export CPS lessons. W H E1 Team Activities: O 13. Show how to create the team activity Challenge. W E1 O 14. Demonstrate how to use Challenge for individual or group work. W E1 15. In groups, the students will create their own Challenge using their own lessons or a CPS lesson that I created. E2 T 16. The groups will also practice importing and exporting lessons into the CPS software. E2 T 17. Teacher will offer assistance and evaluate students learning through observations. R E2 T 18. Join back to whole group. O 19. Explain There It Is team activity game. How to engage in the game? How the game works? What are the game features? How to explain the game to your classroom students? W H E1 20. Play There It is team activity game with the students. W H E1 Reports and Wrap-up: 19. Pull up the Reports feature and show reports for the lessons that have participated in throughout the workshop. W E1 E2 20. Students will take a post-test survey to assess their own on the professional development workshop. R

Assessments:
Classroom Performance System: Pre-Assessment
Answered online using survey monkey: http://www.surveymonkey.com/s/VDDWMR9 Questions 1. Do you have a Classroom Performance System in your current classroom? 2. How often do you use your CPS system? 3. Have you used the new interactive response CPS remotes? 4. Do you feel comfortable creating classes and lessons using the CPS system? 5. Do you know how to view reports using the CPS system? 6. Do you know how to import and export lessons / classes? 7. Do you know how to use the verbal option on your CPS system? 8. Do you know how to engage/use the team activities to play the CPS games "Challenge" and/or "There It Is"? 9. Do you feel like you could benefit from a professional development course on using the CPS system? 10. Open Questions Yes 87.5 37.5 Yes, often 53.3 31.3 31.3 25 25 Some What 37.5 Yes, seldom 6.7 31.3 50 Somewhat 75 75 100 No, I have not used either game 75 1. I want several questions answered 25 Just a demonstration and ideas for different ways to use it in the classroom No 12.5 18.8 Never 40 37.5 18.8

Pre-assessment analysis: This pre-assessment gave knowledge of topics to discuss during the professional development training. Based on the results, I also decided to have two sessions because educators seemed to be on different levels of understanding of CPS software. First, the survey confirmed that professional development was needed. Several basic concepts do not seem to be understood by many educators. Also, the first two questions showed that 87.8% of these educators have CPS units. However, only 37% use them often in their classrooms. I believe that these educators would use their systems more often if they received training. Also, it is a waste of technology to allow the systems to remain unused. Questions 3, 4 and 5, address very basic functions within the CPS software. Developing class, lessons, and reports are the first topics that educators should understand before ever using

the system. However, these results show that 68% of the educators have either limited or no knowledge of how to perform this simple tasks. Engaging CPS through the verbal option is an important tool to help improve instruction. This option is important because it allows the system to interact with other computer programs, including Microsoft Word, Power Point, internet browsers, and much more. Only 25% of educators taken this survey know how to use the verbal tool. 75% admitted to have no idea how to engage in the verbal options. Another important engaging tool is the Team Activities or game options. It was surprising to see that 100% of educators were unaware of the gaming options available on CPS. I know that many educators play jeopardy power point games. So, I believe that showing them how to use gaming tool would change their perception of the Classroom Performance System. Knowing how to use the verbal and gaming can greatly change the practice and frequency of using the CPS. Therefore, delivering information of using the verbal option in the professional development could greatly increase the use of CPS in these educators classrooms. Therefore, I plan to teach educators how to use these options in the professional development training.

Beginners/Intermediate Class Observation Assessments:

Group: ____________________1 and 5__________________________ Category Creating Classes 1 Group struggled and needed step-by-step guidance in creation of classes. 2 For the most part, the group worked effectively alone. They did need some help from the instructor Group struggled For the most and needed part, the group step-by-step worked guidance in effectively creation of alone. They did lessons. need some help from the instructor. Group struggled For the most and needed part, the group step-by-step worked guidance when effectively engaging in alone. They did lessons. need some help from the instructor. Group struggled For the most and needed part, the group step-by-step worked guidance when effectively pulling class alone. They did reports. need some help from the 3 Group created classes correctly without any assistance.

Creating Lessons

Group created lessons correctly without any assistance.

Engage Tool

Group used the engage tool correctly without any assistance.

Reports Tool

Group used the reports tool correctly without any assistance.

instructor. Total Score/ Grade: _______11/12= 97%_________________________________ During the assessment portion of the workshop, I used the above rubric above to grade each groups performance. The rubric above is filled in for groups 1 and 5 only because the scored the same on all portions of the rubric. Students were grouped according to their seating arrangement. All groups included 2 or 3 students. The above rubric was used to grade all of the groups. There were 6 groups all together in attendance at the workshop. Scores for the beginners/ intermediate sessions are included in the chart below. Category Group 1 Creating Classes Creating Lessons Engage Tool Reports Tool Total Points Group Grade 3 3 2 3 11 97 Group 2 3 3 2 1 9 75 Group 3 3 3 1 1 8 66 Group 4 3 2 3 3 11 97 Group 5 3 3 2 3 11 97 Group 6 3 3 3 3 3 100 Categor y Score 100% 94% 77% 77%

Post-Assessment Analysis- Beginners/Intermediate: The majority of the groups exceeded on the assessment portion of the assignment. However, there were two groups who seemed to struggle with using certain portions of the CPS software. Therefore, I examined the data of all the groups to analyze the areas of assessment that were strong and those that were week. This helped me to determine the areas of instruction that needed improvement. All groups mastered creating classes and lesson. While the engage and reports tool seemed to be the most challenging portion. I noticed that the educators knew how to use the engage button, but seemed to have trouble navigating the system. They would be under the prepare tab, and try to select a lesson to engage. Another common mistake that was puzzling to me was that the educators struggled with clicking the boxes to select a lesson to engage. This was an issue that I had not expected during the workshop. After I saw this problem, I went to each groups computer to demonstrate this procedure with them. I also felt that the instruction would be more beneficial if I allowed the teachers to follow along with all of the steps that I demonstrated instead of the watch and then try approach. In the advanced workshop, I changed the instruction to revolve around them using a CPS database. I downloaded my sample database onto each computer. According to the evaluation data, I believe that the class was a success, but also a learning experience to help my instruction in the future. I planned to use the knowledge to improve instruction for the advance group.

Advanced Class Observation Assessments:

Group: __________________________4_______________________ 2 3 For the most Group created part, the group lessons worked correctly effectively without any alone. They did assistance. need some help from the instructor. Creating Group struggled For the most Group created Games and needed part, the group group activity step-by-step worked games correctly guidance in effectively without any creation of alone. They did assistance. group activity need some help games. from the instructor. Engage Tool Group struggled For the most Group used the and needed part, the group engage tool step-by-step worked correctly guidance when effectively without any engaging in alone. They did assistance. lessons. need some help from the instructor. Reports Tool Group struggled For the most Group used the and needed part, the group reports tool step-by-step worked correctly guidance when effectively without any pulling class alone. They did assistance. reports. need some help from the instructor. Total Score/ Grade: _______11/12= 97%_________________________________ During the assessment portion of the workshop, I used the above rubric above to grade each groups performance. The rubric above is filled in for groups 4 only to show an example of scoring guide. Students were grouped according to their seating arrangement. All groups included 2 or 3 students. The above rubric was used to grade all of the groups. There were 6 groups all together in attendance at the workshop. Scores for the advanced session are included in the chart below. Category Creating Lessons 1 Group struggled and needed step-by-step guidance in creation of lessons.

Category Group 1 Creating Lessons Creating Games Engage Tool Reports Tool Total Points Group Grade 3 3 3 3 3 100

Group 2 3 3 3 1 10 83

Group 3 3 2 2 2 9 75

Group 4 3 2 3 3 11 97

Group 5 3 3 2 3 11 97

Group 6 3 3 3 3 3 100

Categor y Score 100% 89% 89% 83%

Post-Assessment Analysis- Advanced: The beginners and advanced professional development classes resulted in high percentage of groups exceeded the observation assessment which consisted of an analysis of how well they used the CPS software. However, the advanced groups score higher over all. None of the advanced groups failed to perform adequately according to the normal grade scale of 70 or above passing rate. The category scores also increased in the advanced session even though the categories included more difficult processes than the beginners categories. I used the data for the first class to help improve my instruction for this advanced class. Using the data, I gathered that the advanced session was very successful. I also believe that my instruction strategies improved. One improvement that I could make in the instruction would be to add more time for exploration of the software and creation of more resources to be used in the educators classroom. It would also be good to group them according to their grade level and subject area, or have each educator use an individual computer. Another improvement would be to conduct more sessions of the professional development. I quickly realized that the educators knew a lot less about using the CPS software than I had expected or projected based on the pre-assessment scores.

Participant Evaluation:
Post-Evaluation: Beginners / Intermediate Session: --Given to students using the CPS. My supervisor will conduct the survey. I will create a setting where the results for the questions will not be shown to the evaluators. 1. To what extent do you feel the goals/objects for this workshop were accomplished? ( 0=not at all 1= a few were met 2=all objectives were effectively meet ) 2. How would you rate the overall effectiveness of the instructor(s)preparation, style, methods, and rapport? ( 0= worst and 2= best) How much did you learn about using CPS software during the workshop? ( 0= Did not gain knowledge from workshop, 1= Learned a few new concepts; 2=Gained MUCH knowledge from the workshop ) Will you implement CPS into your instruction more often after this workshop? (0= Do not plan to use CPS in the classroom; 1= Will use CPS (a little) more during instruction ; 2= I will use CPS (A Lot) more during instruction) What would you rate your comfort level with using CPS software after the workshop? (0= Do not feel comfortable with using CPS 1= Feel a little more comfortable 2= Feel very comfortable with using CPS ) Leave suggestions or questions in the suggestion box. List your first and last name if you would like me to contact you with answers.

3.

4.

5.

6.

Intermediate Post-Assessment
Questions 1 2 3 4 5 6 Answers 0-2 (0 = worst ; 2 = best ) 0 1 100% 100% 100% 100% 60% 2

40%

Post-Evaluation: Advanced Session: --Given to students using the CPS. My supervisor will conduct the survey. I will create a setting where the results for the questions will not be shown to the evaluators. 1. To what extent do you feel the goals/objects for this workshop were accomplished? ( 0=not at all 1= a few were met 2=all objectives were effectively meet ) 2. How would you rate the overall effectiveness of the instructor(s)- preparation, style, methods, and rapport? ( 0= worst and 2= best) 3. How much did you learn about using CPS software during the workshop? ( 0= Did not gain knowledge from workshop, 1= Learned a few new concepts; 2=Gained MUCH knowledge from the workshop ) 4. Do you plan to use the CPS games with your students? 5. Will you implement CPS into your instruction more often after this workshop? (0= Do not plan to use CPS in the classroom; 1= Will use CPS (a little) more during instruction ; 2= I will use CPS (A Lot) more during instruction) 6. What would you rate your comfort level with using CPS software after the workshop? (0= Do not feel comfortable with using CPS 1= Feel a little more comfortable 2= Feel very comfortable with using CPS ) 7. Leave suggestions or questions in the suggestion box. List your first and last name if you would like me to contact you with answers.

Advanced Post-Assessment
Questions 1 2 3 4 5 6 Answers 0-2 (0 = worst ; 2 = best ) 0 1 100% 100% 100% 100% 80% 100% 2

20%

Participant Data Analysis: Based on the evaluation data of the students, my instructional goals and objectives were met during the workshop. All participants rated the overall effectiveness of the instructors preparation, style, methods, and rapports the best rating of a two. This confirmed that I was prepared, remained on topic, and brought materials that the students could use. All participants stated that they gained much knowledge from the workshop. Also, 100 percent of participants answered that they would implement the Classroom Performance System more often in their instruction. One participate did state that she planned to use a gradual process to give herself more time to create lessons and practice using the technology. In the advanced session, all educators enjoyed the Team Activities and plan to use the games with their classes. This data proves that all participants gained valuable knowledge to use during instruction. The majority of participants rated their new comfort level with using CPS as 2= feel very comfortable with using the CPS. However, 40 percent of the intermediate participants and 20 percent of advanced participants answered 1=Feel a little more comfortable. Based on the results of the evaluation, comfort with using the software is an issue that needs to be addressed. After the first session, I realized that this was an area that needed improvement. Therefore, I added for time for the educators to actually create, use, and navigate the CPS software during the advanced training. The educators were asked to follow along with the instructor during each section of the lesson. This strategy seemed to help the educators and increase the rate of comfort ability by 20% based on the evaluation results. Self Evaluation: Planning Stage: I believe that I did very well with planning resources for the workshop. I dedicated several hours of work time to creating supplemental resources to use during the workshop. After creating the UBD lesson plan, I used the stage 3 learning plan to extend the depth of the instruction by making instruction guides. I gave much thought to the best sequence of covering the material. Along with lesson plans, I created a special database to use specifically for the workshop. This was used to increase the understanding of the participants. Another strategy that I used to increase learning and understanding was to create user guide, online CPS support websites, and web 2.0 tools to support educators. The level of preparation boasts my confidence and comfort level during the seminar which makes the instruction for effective. Workshop Delivery: Even before analyzing the data, I felt that the workshop instruction was strong and effective. Going into the workshop, I was a little nervous about teaching other teachers. However, once we started the workshop started, I felt at ease. I realized that I knowledgeable about the topic and able to answer all questions asked. Based on the reactions of the participants, I could tell that they were interested and surprised by some of the capabilities of the CPS. This made me feel that I had accomplished my goals. One negative of the first workshop was that I encouraged the participants to watch my demonstration of certain process, and then try the processes on their own. I found that there was still some confusion and trouble remembering all of the steps. In the first workshop, I guided students more individually during the turn activity. However, by the end of the seminar, I had the teacher follow along with me on their computers. I adjusted the advanced workshop plans to slow

down and have the participants actually follow with each process by navigating the software on their own computer. I believe that this new strategy greatly improved instruction. On the other hand, it also slowed down instruction, and I did not get to show in depth the web 2.0 resources. I briefly showed voki, animate, pretzi, and sliderocket tools. But I gave the teachers the resource list, emailed them resources to view, and will be sending my online version of this course once it is created. Even though I didnt cover everything that I wished, I felt that the participants learned more by using the software during every phase of instruction. The participants evaluations were also reassuring about the strength of my instruction. The evaluations ranked the instruction on the highest level. Overall, all categories were answered with the strongest possible points. The only portion of the evaluation that was ranked lower was the participants personal comfort level with using the Classroom Performance System. Many wrote to side that they thought that this would come with time and using with their classes. The only way to correct this would be to extend the workshop to more sessions or longer sessions to give adamant time for each teacher to use the main computer hooked to the hardware portion. My instructional coach said that this may be a goal for the technology team in the future. You must always plan for the unexpected. There were some questions from teachers and difficulty of use on certain issues that I had not projected. For example, some educators were not aware of the fact that CPS software could be downloaded to their personal computer to create tests at home. Many said that having time to create tests at home would increase their likelihood of using the software in the future. I also didnt realize the difficulty that some educators were having with simple navigation tools within the Classroom Performance System software. I do believe that this training was needed and future trainings would be beneficial.

Participant Sup port Materials:

**HAND OUT GIVEN TO ALL ATTENDEES OF THE PROFESSIONAL DEVELOPMENT**

STEP BY STEP CPS INSTRUCTIONS

BEFORE YOU BEGIN USING CPS: Download CPS software: 1. visit website: http://www.einstruction.com/support/downloads 2. Scroll Down and find CPS Software vs. 6.70 or 6.71 (newest versions) 3. Once software is downloaded. An icon for CPS should show up on your desktop. Using CPS software: First create a new database Click file new database; name file; then save Each time you edit the CPS software will save your changes automatically Creating a class: Open CPS software Click Prepare Tab Click Classes & Students Click New Class Follow through the options menu No need to change settings; only fill in your information Name your class so that you can identify them quickly

Add Students: Once your class is created, it is time to add students. Click on class; new; then student Assign each student one CPS remote number Add students information Click new; then student Add extra students in case a CPS batteries runs out I usually have extra student listed for number 28-32 Click save

Share a class: Your team could each make their homeroom class Then you can share them through the import feature Save database to a external hard drive or send in an email to share with teammates

Creating a lesson: Open CPS software Click Prepare ; Lessons & Assessments 1st time: Create a New Folder Click Folder ; New ; Lesson Name lesson Click on the lesson you created ; New ; Question Type in question and answer Click small save button with green arrow (saves question and goes to next question) After entering all questions, click big save button ; save and close **You can create multiple files with multiple lessons inside those folders** Question Options: Font: Word options such as size, bold, underline, and font are available Format: MC4 ; scroll down for the # of answers that you wish to include Template: click arrow for options o Chalkboard = insert image, draw, and add question o No graphics, no graphics= normal questions o No graphics, big question = more space for question or reading passage o Graphics = add pictures with your questions

USING CPS WITH CLASS: Engaging with students: Click Engage Tab Select lesson Select the correct class Click Engage button Select the question you would like to use with the class

Verbal: ---use with power point, word document, internet, or any other resource Click Engage Tab Under Lessons & Assessments option: o Click on Engage Verbal Small tab with appear on the bottom of the screen Click new question on CPS options with each new question on the Power Point, etc.

Team Activity: Games using CPS Challenge: Jeopardy with the CPS Create: Prepare tab Team Activities New Name Game and Categories Select Lesson Drag question to its category (You can select questions from multiple lessons) Close ; it will save automatically Play the Game: Engage Tab Choose Challenge Choose Game Click Engage Game with start There It Is! Game: Game Rules: 1. Each student will have different questions to answer each round 2. 10 questions = 10 rounds 3. Once engaged, the screen will display the students number on top in blue and the students question number on bottom in yellow. --(again each students question will be different) 4. Student will race to find the question on their paper, answer the question, and enter their answer with their CPS How to Prepare the game: Create a lesson and print copies for each student Easier if you can fit the questions on one page front and back Usually I play with 10 or less questions Open CPS Choose Engage Team Activities There It Is! Choose the lesson that you created and printed Click Engage Game will start Hit START student lock inHit END You will need to keep track of how many questions the class has answered END- will bring up the scores for that rounds On the bottom of the screen, you will see a SCORE button. You can show students their total scores any time throughout the game. After all questions have been answered, click to EXIT POP-UP window will appear

o o

o o o

o o

Display Question missed? Click YES It will start with the question that most of the students missed!! Reports: Reports Tab Generate Select lesson Instructional Summary=Whole Class Grades Study Guide=Report for each student with the questions that they missed Question Report= Gives an Analysis of the Questions

Sharing Classes and Lessons with Co-Workers: Import a class: (This will allow you to put a class that someone else has created into your CPS software.) Under prepare ; Classes & Students tab Click import; other sources; CPS Database; Next; Browse ; select the file that you are importing- even from a jump drive. Find and select file Import a lesson Select folder where you want the lesson IMPORT ; BROWSE ; SELECT FILES Export a class or lesson: Select class or class (you wish to share) EXPORT Save File

Online Resources for Educators

CPS Resources: Downloading CPS and e-instruction software: http://www.einstruction.com/support/downloads CPS 6.0 Training Videos- K-12 http://legacy.einstruction.com/support_downloads/training/CPS6/K12.html# CPS Tutorials: http://its.leesummit.k12.mo.us/cps.htm CPS Benefits: Prezi Presentation: http://prezi.com/t6kb9_2wnccx/cps-professional-development/ CPS Screen Cast / Digital Videos: Introduction: http://www.youtube.com/watch?v=iRPCfiVwOdk&feature=player_embedded Preparing classes and lessons Screen Cast: http://www.youtube.com/watch?feature=player_embedded&v=cD8wq558cww Creating and Using Team Activities: Challenge Board Screen Cast: http://www.youtube.com/watch?v=oTUkbnUPGZc Engaging in a lesson http://www.youtube.com/watch?v=_dk4V29L5Hk Online class home page: http://sappcps.wikispaces.com/ Google Search for CPS will result in multiple resources, several tutorials and how-toguides. You tube has several videos on using the CPS remotes.

Web 2.0 Tools:

Web 2.0 is about revolutionary new ways of creating, collaborating, editing and sharing user-generated content online. Its also about ease of use. Theres no need to download, and teacher and students can master many of these tools in minutes! Technology has never been easier or more accessible to all. Power Point Presentation / Smart board Sharing: http://exchange.smarttech.com/ -- Find 1000s of presentations / share www.pppst.com Find 1000s of power points / share power points www.slideshare.net http://280slides.com www.slidebook.com www.sliderocket.com www.wiziq.com Online presentations: www.prezi.com www.picsviewr.com www.glogster.com www.glogster.com/edu www.wordle.net www.smilebox.com Video integration tools: ---Use in classroom for projects, presentations, parent meetings, and much more. www.animoto.com www.animoto.com/education www.Gizmoz.com www.wordle.net www.voicethread.com www.screencast-o-matic.com --create screen casts Animations / Characters: www.makebeliefscomix.com --make your own comics www.voki.com www.goanimate.com Class websites / blogs: www.classblogmeister.com www.dabbleboard.com www.wikispaces.com www.pbworks.com www.webs.com

Instructor Sup port Materials:

Technology List: Laptop Windows Computer CPS software / hardware CPS database- created for the workshop Projector Screen Mobi- portable mouse and writing device

Teacher Step-By-Step Guide: Intermediate: As teachers walk in, they grab a CPS remote, sign in on the table, and grab a howto-CPS guide
Take Attendance o (Have teachers grab a CPS remote when entering the classroom) o Lock in ( as they sit down)

Everyone gets into workshop 3:20-3:25: o Check that your remote number is in dark blue Installing software and hooking up the hardware (quick and easy) o visit website- download 6.7 version o new database or open the one that we make today o USB cord to computer and receiver o receiver in a place where all students can aim for the sensors o students- lock in without standing up. o Point sensor to sensor- turn sideways Show Pretzi presentation: Benefits of CPS: http://prezi.com/t6kb9_2wnccx/cps-professional-development/

*Students will follow with How To Guide Software: Tabs: Prepare, Engage, Reports START WITH PREPARE TAB: Prepare- create classes and lessons Set up a class (3 already set up for them) o Name and Number are the most important information o extra numbers in case batteries go dead

o print list and have one available for students o hit save options in software/ automatically saves database/ can save a copy Set up a lesson: o NEW: Files, Lessons, Questions Demonstrate o using vocab. list to demonstrate Discuss Classroom Ideas: Attendance Vocabulary Quizzes Daily Class Warm-Ups Review of Any Tested Skill Post-Test Review Check-Up Quiz Review Unit-Test Review Engage Tab: o Im going to show you what you can do with the CPS units, Lesson wise, o We will backtrack and Ill show you how to create classes and lessons using the PREPARE tab. Engage in Lesson o (Sentences Review and Interdependence of Life) o choose class, choose lesson, you can use two or more lessons o show timer, charts, etc o Randomly select a student: Call on a student to explain an answer Discuss Question Options: o (Notice images and Big Questions) for later o Big Question o Image Question Prepare tab: o Discuss Question Options: o Click on questions to edit (have to select file, lesson, then question) o (Show how to select options) o Using copy/paste word document to demonstrate this set up. o Text options- such like processors o Big QuestionReading Test o Image QuestionScience Test Discuss Copy/Paste features: o can copy/paste questions o answers more difficult o I usually copy and paste all. then retype the questions or copy/paste them as well. \ o Show with OAS website test

Sometimes this can be time consuming. Split work and export lessons to share with each other Make one or two test at a time Can use the same test for years!! OTHER OPTIONS WITH RESOURCES ALREADY CREATED OR ONLINE Verbal Tool: o with Explorers PPT o show charting, etc after question has been answered o ADDING PPT or EXAMVIEW into CPS DATABASE o show file in my database o with Internet.. such as OAS website o zoom and answer questions

Reports: o Show a report of an engaged lesson o can save and print o show other report options o study guides, question analysis o re-grade questions or students Check time: Option One: Export a lesson / save a database: 30 or less minutes into class: Option Two: Students turn 35 or more minutes into class: I have a database created for you: You can have mine; edit it classes and lessons are available INSTRUCTIONS: Get into groups with people around you or your team mates; Create Class: enter names into the classes that I already made for you (if you have your roster, enter your classes if not, just pretend need to see that you CAN DO IT) Create Lesson: use resource that you brought, off the top of your head, use internet, or use my handout (on the table) Need to have an assessment of your performance Then I have a survey to take If you have to leave early, please fill out an evaluation form. Save: When you finish?? Save to USB or email database to yourself STUDENTS TURN o Create Class using my database o Create a Lesson using my database

 use vocabulary list OAS website, etc o Save my database that they edited STUDENTS TURN o Walk around to monitor groups with observation rubric o Offer assistance where it is needed Evaluation Time: o Change setting to not show results o Bring up evaluation; Debbie will conduct o Show how to change settings ; will not show answers or answer distribution Time permits: o play challenge game o show how to prepare

Advanced Session: As teachers walk in, they grab a CPS remote, sign in on the table, and take a howto-CPS guide
Take Attendance o (Have teachers grab a CPS remote when entering the classroom) o Attendance/ start / Teachers Lock in (as they sit down)

Everyone gets into workshop 3:20-3:25: o Check that your remote number is in dark blue o CPS and Web 2.0 tools for demonstration Show Pretzi presentation: Benefits of CPS: http://prezi.com/t6kb9_2wnccx/cps-professional-development/ *Students will follow with How To Guide Tabs: Prepare, Engage, Reports Prepare: o students; (classes, teams) o lessons; (folders, lessons, etc in database) Engage Tab: o Im going to show you what you can do with the CPS units, Lesson wise, o We will backtrack and Ill show you how to create classes and lessons using the PREPARE tab.

Engage in Lesson o (Interdependence of LifeMaybe Parts of Speech) o choose class, choose lesson, you can use two or more lessons o show options: automatic time mode o Engage o show timer, charts, student results, etc o Randomly select a student: Call on a student to explain an answer o Point Out: big question, pictures, etc Discuss Question Options: o (Notice images and Big Questions) for later o Big Question o Image Question Prepare tab: o Discuss Question Options: o Click on questions to edit (have to select file, lesson, then question) o (Show how to select options) o Using copy/paste word document to demonstrate this set up. o Text options- such like processors o Big QuestionReading Test o Image QuestionScience Test

Discuss Copy/Paste features: o can copy/paste questions o answers more difficult o I usually copy and paste all. then retype the questions or copy/paste them as well. \ o Show with OAS website test Sometimes this can be time consuming. Split work and export lessons to share with each other Make one or two test at a time Can use the same test for years!! Lesson Ideas o using vocab. list to demonstrate o Discuss Classroom Ideas: Attendance Vocabulary Quizzes Daily Class Warm-Ups Review of Any Tested Skill Post-Test Review Check-Up Quiz Review Unit-Test Review CRCT homework questions Example Lesson: Plan a whole day lesson

o Types of Sentences: o web 2.0 tool: http://www.voki.com/pickup.php?scid=5518668&height=267&width=200 o Open with CPS: Review types of sentences power point o CPS lesson or verbal tool Verbal Tool: o with Types of Sentences PPT o show charting, etc after question has been answered o ADDING PPT or EXAMVIEW into CPS DATABASE o show file in my database o with Internet.. such as OAS website o zoom and answer questions Reports: o Show a report of an engaged lesson o Study question o Question report o Re-grade questions or students Team Activities Play Challenge Game: o 5-7 questions of the game o individual and/or teams (tables) Creating Challenge Game: o Show teachers how to create the challenge board Play There It Is: o Pass out papers: Do not write on the paper that I am giving you. o Explain rules o Engage in Lesson o Explain rules about how to use the clickers o blue- your clicker yellow-question number o 0 pts. 20pts. 25 pts. o play the 5 question game o Show points/ scores / etc. o question missed most Show How to Create There It Is: o any created lesson (suggestion-10 questions or less) o print for students o engage / choose lesson / play Students Turn:

I have a database created for you: You can have mine; edit it classes and lessons are available Need to have an assessment of your performance Then I have a survey to take If you have to leave early, please fill out an evaluation form INSTRUCTIONS: Get into groups with people around you or your team mates; Create Game board: USE my database or your own database if you have it STUDENTS TURN o Create Challenge Game o Can you one of my lessons or their own lesson in their database o save the database o create a big question or picture question o create any lesson using what you learned

STUDENTS TURN o Walk around to monitor groups with observation rubric o Offer assistance where it is needed 5 minutes or so Evaluation Time: o Change setting to not show results o Bring up evaluation; Debbie will conduct o Show how to change settings ; will not show answers or answer distribution Time permits: o play challenge game o show how to prepare

Observation Assessment Rubrics:

Beginners Class Observation Assessments: Group: _________________________________________________ Category Creating Classes 1 Group struggled and needed step-by-step guidance in creation of classes. 2 For the most part, the group worked effectively alone. They did need some help from the instructor Group struggled For the most and needed part, the group step-by-step worked guidance in effectively creation of alone. They did lessons. need some help from the instructor. Group struggled For the most and needed part, the group step-by-step worked guidance when effectively engaging in alone. They did lessons. need some help from the instructor. Group struggled For the most and needed part, the group step-by-step worked guidance when effectively pulling class alone. They did reports. need some help from the instructor. 3 Group created classes correctly without any assistance.

Creating Lessons

Group created lessons correctly without any assistance.

Engage Tool

Group used the engage tool correctly without any assistance.

Reports Tool

Group used the reports tool correctly without any assistance.

Beginners Class Observation Assessments: Group: _________________________________________________ Category Creating Lessons 1 Group struggled and needed step-by-step guidance in creation of lessons. 2 For the most part, the group worked effectively alone. They did need some help from the instructor. Group struggled For the most and needed part, the group step-by-step worked guidance in effectively creation of alone. They did group activity need some help games. from the instructor. Group struggled For the most and needed part, the group step-by-step worked guidance when effectively engaging in alone. They did lessons. need some help from the instructor. Group struggled For the most and needed part, the group step-by-step worked guidance when effectively pulling class alone. They did reports. need some help from the instructor. 3 Group created lessons correctly without any assistance.

Creating Games

Group created group activity games correctly without any assistance.

Engage Tool

Group used the engage tool correctly without any assistance.

Reports Tool

Group used the reports tool correctly without any assistance.