Implementation+Plan+and+Facilitation+Guide

=// Implementation Plan and Facilitator Guide //= Using the template below to guide your response, complete the section of the document that corresponds to your role on the team. The outline below serves as a suggestion of the components to include in you //Implementation Plan and Facilitation Guide//. You may adapt or modify the elements included in each of the five sections based on the design needs of your instructional module. The audience for this guide is the instructor, teacher, or facilitator that will deliver the instruction to students, and should be written with this in mind. The suggested length for each section of this guide is the equivalent of 1 to 2 pages.

__Section I: Unit Overview__
 * Team Member A **

Provide the background and context for this instructional module, including the overall goals this unit should fulfill. Briefly describe the intended learner audience, and provide an overview of what students will learn during this unit. Modify the table of contents to reflect your completed document and include a brief paragraph about the intention and structure of this guide. // Suggested sections // :

The students that we have selected to be a part of the instructional blog tutorial module are students who have familiarity with computer concepts. Team ADDIE believes that there is a need for intervention because we have learned that students are really motivated and engaged in technology. Although, blogging will be new for the learners, we believe that our instructional materials will keep them engaged throughout the learning process. The overall goals that we would like the students to accomplish are; learning how to access a blog site, proficiency in setting up and managing a blog and comfortable setting up a blog and using technology. The instructor will briefly give an overview of the topics they will explore for the next 60 minutes. A lecture on the "Introduction to Blogs" will give some insight on why blogs have become a very popular way to communicate socially and academically with teachers and peers. Students will be given the opportunity to choose what type of (social or academic) blog they would like to create at the end of the session. __//**Learning Objectives**//__ 1. Students will name the steps taken to effectively set up a blog site 2. Students will arrange and personalize their blog pages 3. Students will create a blog 4. Students will manage their own blog sites I. **Introduction to Blogs** Choosing a Free- hosing site Registering for a blog II. **Customizing your Blog** Creating privacy Settings Identifying a Blog Theme using arts and media Creating RSS Feeders for shared dialogue III. **Writing and Managing your Blog** Understanding Social and Academic Blogging Sharing and posting Blogs Managing blog page __**About Guide ( Still working on this part)**__ This guide will include a tutorial cd, resource binder, handouts and other multimedia resources that can be useful during instruction.
 * // __Background and goals of instructional module__ //**
 * // __Introduction to the unit__ //**
 * // __Table of Contents__ //**

__Section II: Pre-workshop Planning__ **· Preparing participants-** Students will be familiar with correct internet behavior. Student will have completed a unit on Internet safety and appropriate use of social networking tools. Students will sign an internet acceptable use contract called a Kid's Pledge. The attached guidelines and contract were provided by safeteens.com. **· Student Groupings-** Students will be in a computer lab each with a computer for their own use. The group is comprised of members of the normal computer class. **· Giving participants advance information-** Students will be given the knowledge that they will be creating their own blog, and they are to brainstorm ideas on what they would like to include.
 * Team Member D1: Anita Freyer **

__Section III: Instructional environment, equipment, and materials__
 * Team Member D2 **


 * There are various learning environments and avenues that the Instructional Process of Groupaddie’s design can be used in to partake in the quest of support for learning facility. To begin with there are technological features to be shown and taught that would embrace the higher education of the student’s technical support. Bringing hardware and software components together are not unusual, but they are a unique thing to have and display accordingly for the learning student. What is more unique is the accomplishment that is set out for the use of them in the learning environment and the skills that are received when used and taught by the mindfulness of a facilitator that truly desires to strengthen the learning environment that s/he belongs to or represents.

In learning how to make a blog this can be taught to students that are of various ages and both genders. It can be taught for many reasons, communication, journalism, promotion and sales types of teaching learning and educating. It can open doors that represent different and desirable invitations and experiences, job offerings and more. But for the 5th and 6th graders that we are preparing the instruction for it will gather their wits and knowledge to endure their cognitive, constructive, behavioral psycho motor learning skills to reflect as a unit and correspond to clustering and brainstorming style techniques, that are needed in today’s modernization of higher education and technological methods.**


 * The students are all screened to make sure that they have the proper environment in and out of school. They will have up to a sixty minute unit for facilitative instruction and they all will be given a bloggers tutoring CD to keep and work with at home (Blogging for dummies) There are no means of stressing the student to learn the material that is to be reviewed at the end of the grade level, the interest is wanted and measured by the need of show and tell in a contextual recording of improvement on a daily basis. The student will learn the value of a personal PC unit and the electronic components and gadgets that singly or collectively will demonstrate and give the student immensely and immeasurable skills as they allow their learning abilities to be enhanced. All students will receive an instructional pamphlet and rubrics of the course and its discourse to be perceived for future references.**

Team Member I: Rasheeda Usry - Project Leader ** __Section V: Assessment of learning__
 * Included within this enhancement the facilitators will instruct a few adobe courses which are programmed on all the students class computers, to teach the students about graphics and fonts. They will learn how to surf the internet and transfer their work from their desktops screens to the actual blog page and how to save their works in various ways and methods. This will include software and hardware techniques from saving on disk, flash drives and certain files on their desktops. Our unit Groupaddie has been reviewed and our Instructional Processing Design course has been approved by the states BD of Higher Education. For more references visit our site at [].**

Before implementation of the instructional unit that will teach middle school students to create and manage personal blogs, each student will be given a pre assessment in the form of questionnaire. The questionnaire will include questions that will help determine the learner’s background and experiences with blogging. The instructor will use the results of the questionnaires to evaluate the attitudes of the students as pertains to the learning involved in the instructional unit. In turn, the instructor will review the tutorial CD to be used during instruction, to make sure it will help eliminate any concerns or weaknesses the students may have prior to the implementation of the instructional module. During implementation of the instructional module, each student will follow the procedures outlined on the tutorial CD. The students will have the ability to play and pause as needed. The instructor will make anecdotal notes of the students as they progress through the module. The anecdotal records will be a way to evaluate the student’s performance in creating personal blogs while using only the tutorial CD as a help resource. This will assess whether all necessary information has been included in the instructional module. Should it be evident that multiple students are struggling with a particular step in the process, the designer will be fully aware that the instructional module itself needs to be revised. After implementation of the instructional module, each student blog will be evaluated. The instructor will use the pre-test, which incorporates the objectives, as a guide for summative assessment in the post test. Additionally, anecdotal records will be used as part of the summative assessment. The summative assessment will be in the form of a checklist. Finally, the students will complete a constructed response test by way of short-answer items. The constructed response test will provide an analysis of the effectiveness of the instructional module.
 * __Pre-assessment Strategies__ **
 * __Formative Assessment Strategies__ **
 * __Summative Assessment Strategies__ **




 * Team Member E Ebony Weave r (Let me know if this fits, Anita.) (Anita, I edited a couple of things after you posted. -Rasheeda) **

__**Section VI: Instructional delivery and sequencing**__


 * Overview of lesson**
 * The objective of this course is for students to learn how to create a blog, insert posts, links, media, and pictures as well as comment on their friend’s blogs. This course is intended to be facilitated by a computer teacher in the computer lab where each student has access to a computer. The course is intended to be approximately 60 minutes in duration which is the length of a normal middle school class period. **

The facilitator will make sure all students have completed the pre-instructional requirements outlined above before the class begins. Then, the facilitator will direct the students to load the CD containing the course powerpoint. The facilitator will instruct the students to have two windows open on their screen. One containing the course and the other containing a browser. The facilitator will answer student questions and monitor student progress. Students will follow the instructions of the course.
 * Instructional Delivery**


 * Sequence of Activities Within the Course**
 * 1) Students will be given a pre-instructional overview.
 * 2) Students will be directed to visit a few example blogs.
 * 3) Students will use a search engine to find blog sites.
 * 4) Students will be directed to visit blogger and create an account.
 * 5) Students will choose a blog template.
 * 6) Students will set their privacy settings.
 * 7) Students will learn how to personalize their settings, add links, and pages.
 * 8) Students will then subscribe to the RSS feeder and link to their classmates blogs.
 * 9) Students will review the differences between academic and social writing.
 * 10) Students will develop their first blog entry then respond to a peer’s blog post.
 * 11) Students will take a quick exit quiz.
 * 12) Students will be able to take the tutorial CD home with them to complete any sections they weren’t able to get to during class.

= // Suggested outline for the Implementation Plan and Facilitator Guide // =

Table of Contents I. Unit Overview · Background and goals of overall project · Introduction to the workshop · Goals and Learning Objectives · Structure of this guide (table of contents and an “about this guide”) II. Pre-workshop planning · Preparing participants · Student Groupings · Giving participants advance information III. Instructional environment, equipment, and materials · Considerations for the delivery environment · Equipment and materials · Handouts and media support IV. Instructional Delivery and Sequencing · Overview of lesson · Sequence of activities · Step-by-step process V. Assessment of Learning · Pre-assessment strategies (before learning) · Formative assessment strategies (during learning) · Summative assessment strategies (after learning)