The+BRANJO

The Brian, Rebecca, Alex, Nino, and Jay Organization -

MEET THE TEAM Br ian Jackson ||< Rebecca Baxter ||< Alexander Garey ||<
 * < [[image:instructionaldesignspring11/photo.JPG width="192" height="147" align="left"]]

Nino Deiulis ||<

Jay Schneiderman || within the Akron Public Schools. I have a great wife Jill, a 21 month old Braylon, and a dog named Bailey. We are also expecting a new baby, Landon, any day now.
 * Hello, I teach 8th grade mathematics

EDIT: Landon was born on February 22! || Hi, I'm Rebecca Baxter, and I'm the Technology Coordinator for Champion Local Schools in Warren, Ohio. This is my 11 year in the education field. I have a sweet baby girl, a loving husband and a therapy dog that use to come to school with me. I am looking forward to bringing innovative ideas to this project. || Hello, I'm Alexander Garey and I currently teach 2nd grade mathematics at Allen Elementary School in Canton, Ohio. I have been married to my wife Marianne for 3 years this May and we have a 9 month old son named Jacob. I am looking forward to using technology to drive instruction for my students and being able to use it to further develop them for 21st century skills. || Ciao, I am a physics teacher at Stow-Munroe Falls high school. I teach several levels of physics including AP physics. I have been in education for about ten years. I also am a snowbaord instructor, science olympiad assistant coach and I have a big hairy dog that jumped out of a second story window when he was a puppy. Apparently I'm hard to live with. || I am a 5th grade teacher in Sheffield Lake, Ohio. I have been teaching for 6 years, and the past 3 yeas I have worked with an intervention specialist in a co-taught classroom. My co-teacher and I have the same students all day and teach every subject. I am married with 3 boys. I am a sports fan and enjoy spending time with my family. ||

Computer Instructional Curriculum for 1st and 2nd graders. ||
 * = ** What is the need for instruction? ** ||= To determine the needs for instruction to prepare students for the digital world and create a curriculum for an elementary computer class to fit those instructional needs in 18 lessons between 1st and 2nd grade. ||
 * = ** Who is the target audience? ** ||= Teachers and administrators who will be implementing the curriculum. Tertiary audience is the students. ||
 * = ** What is the anticipated size/scope of the project? ** ||= The curriculum will be developed for teachers to implement to 1st and 2nd graders in a series of 9 lessons each. Totaling 18 lessons over the course of two years from first through second grade. ||
 * = ** Are there known delivery constraints? ** ||= The lessons are constrained to 40 minutes a lesson, 9 lessons per year for two years, with students varying in skill level. Constraints may be teacher knowledge, student beginning reading level and and incoming computer skills, technology access and usability. ||
 * = ** Would members of the target audience be available so that the team could conduct a formative evaluation? ** ||= Yes, a Google form will be sent to the teacher to evaluate the status of instruction. ||


 * =** Initial Status Report **= ||
 * [[file:Team Branjo Initial Status Report.pdf]] ||


 * = Team Progress Reports = ||
 * 1. [[file:BRANJO Progress Report 2-24-14.pdf]] ||
 * 2. [[file:BRANJO Progress Report 3-3-14.pdf]] ||
 * 3. [[file:BRANJO Progress Report 3-10-14.pdf]] ||
 * 4. [[file:BRANJO Progress Report 3-17-14.pdf]] ||
 * 5. [[file:BRANJO Progress Report 3-24-14.pdf]] ||
 * 6. [[file:BRANJO Progress Report 3-31-14.pdf]] ||
 * 7. [[file:BRANJOProgressReport 4-7-14.pdf]] ||
 * 8. [[file:BRANJO Progress Report 4-14-14.pdf]] ||
 * 9. [[file:BRANJO Progress Report 4-21-14.pdf]] ||


 * = Final Paper = ||
 * [[file:BRANJO_FinalPaper (1).pdf]] ||

= Final Project = Each lesson plan is posted below with the worksheets attached and online resources linked within each lesson plan.

Grade 1:


 * = [[file:Grade 1 Lesson One.docx]] ||= [[file:Grade 1 Lesson Two.docx]] ||= [[file:Grade 1 Lesson Three.docx]] ||
 * = [[file:Grade 1 Lesson Four.docx]] ||= [[file:Lesson5Grade1.docx]] ||= [[file:Lesson 6-Grade 1.docx]] ||
 * = [[file:Grade 1 Lesson Seven.docx]] ||= [[file:Grade 1 Lesson Eight.docx]] ||= [[file:Lesson 9-Grade 1.docx]] ||

Grade 2:


 * [[file:Grade 2 Lesson 1.docx]] || [[file:Grade 2 Lesson 2.docx]] || [[file:Grade 2 Lesson 3.docx]] ||
 * [[file:Grade 2 Lesson 4.docx]] || [[file:Lesson5Grade2.docx]] || [[file:Lesson 6-Grade 2.docx]] ||
 * [[file:Grade 2 Lesson 7.docx]] || [[file:Grade 2 Lesson 8.docx]] || [[file:Lesson 9-Grade 2.docx]] ||

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 * = Final Presentation = ||
 * Ads by PsdChecker. __#|More Info __ | __#|Hide These Ads __ __Get Help __ | __Privacy Policy __ | __#|Back __ ** Analysis Phase **
 * Ads by PsdChecker. __#|More Info __ | __#|Hide These Ads __ __Get Help __ | __Privacy Policy __ | __#|Back __ ** Design Phase **
 * <span style="color: #000000; display: block; float: none; font-family: Arial,Helvetica,Utkal,sans-serif; font-size: 11px; font-style: normal; font-variant: normal; font-weight: normal; height: 120px; line-height: 16px; margin: -5px auto auto; overflow: visible; padding: 10px 0px; text-align: center; width: auto;"><span style="-moz-box-sizing: border-box; background-color: transparent; box-sizing: border-box; color: #000000; display: block; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif; padding: 2px 3px; text-align: right; width: 728px;">Ads by PsdChecker. __<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif; text-transform: none;">#|More Info __ | __<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif; text-transform: none;">#|Hide These Ads __ <span style="-moz-box-sizing: border-box; box-sizing: border-box; color: #000000; display: none; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif; padding: 2px 3px; text-align: right; width: 728px;">__<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif;">Get Help __ | __<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif;">Privacy Policy __ | __<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif;">#|Back __ ** Development Phase **
 * <span style="color: #000000; display: block; float: none; font-family: Arial,Helvetica,Utkal,sans-serif; font-size: 11px; font-style: normal; font-variant: normal; font-weight: normal; height: 120px; line-height: 16px; margin: -5px auto auto; overflow: visible; padding: 10px 0px; text-align: center; width: auto;"><span style="-moz-box-sizing: border-box; background-color: transparent; box-sizing: border-box; color: #000000; display: block; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif; padding: 2px 3px; text-align: right; width: 728px;">Ads by PsdChecker. __<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif; text-transform: none;">#|More Info __ | __<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif; text-transform: none;">#|Hide These Ads __ <span style="-moz-box-sizing: border-box; box-sizing: border-box; color: #000000; display: none; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif; padding: 2px 3px; text-align: right; width: 728px;">__<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif;">Get Help __ | __<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif;">Privacy Policy __ | __<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif;">#|Back __ ** Implementation Phase **
 * <span style="color: #000000; display: block; float: none; font-family: Arial,Helvetica,Utkal,sans-serif; font-size: 11px; font-style: normal; font-variant: normal; font-weight: normal; height: 120px; line-height: 16px; margin: -5px auto auto; overflow: visible; padding: 10px 0px; text-align: center; width: auto;"><span style="-moz-box-sizing: border-box; background-color: transparent; box-sizing: border-box; color: #000000; display: block; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif; padding: 2px 3px; text-align: right; width: 728px;">Ads by PsdChecker. __<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif; text-transform: none;">#|More Info __ | __<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif; text-transform: none;">#|Hide These Ads __ <span style="-moz-box-sizing: border-box; box-sizing: border-box; color: #000000; display: none; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif; padding: 2px 3px; text-align: right; width: 728px;">__<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif;">Get Help __ | __<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif;">Privacy Policy __ | __<span style="color: #000000; display: inline; font-size-adjust: none; font-stretch: normal; font: 11px/16px Arial,Helvetica,Utkal,sans-serif;">#|Back __ ** Evaluation Phase **

PLEASE ADD COMMENTS BELOW. FEEL FREE TO ADD ROWS IF NEEDED. Cash resources, computers are hard to come by. || There has been some resistance to an increase in computer time. Most teachers thought they were going to be teaching programming not integrating technology into their content. Once the teachers were reassured that the computers were just a tool to use, many felt better about integrating technology into the content. The school district also found a way to put in another computer lab, by recycling older computers. This has been a challenge and one that many school's face. || Richardson || Impressive lesson planning to teach technology to young students. Good organization. I can see myself using some of these lessons with my Kindergarten students if I have to teach this myself. (We currently have a Tech. instructor in our building, but this could change if our levy doesn't pass!) || What is the student's experience in the computer lab prior to these lessons (last year)? Were the teachers instructing or simply allowing students to explore various websites and programs independently? || CES students did not have computer classes for the past 3 years due to budgets. They use to have a full time computer teacher and now only have 1/3 of a teacher. In the past, the computer teacher instructed on keyboarding and then spent most of the time exploring educational website. ||
 * == Your Name == || == __Comment__ == || == Questions == || == Team's Response == ||
 * Esther Wain-Weiss || I really liked your videos of each phase. || What is your SME going to do about needing more computer time. Is it feasible with all of the other requirements for these grade levels? Is there time to schedule the lab for this time too? || Right now the SME has worked out a rotating time for each of the teachers to take their classes to the computer lab twice a week for 40 minutes. This is in addition to the 40 minute computer class. The school is also putting in another computer lab to help with this demand. ||
 * Matt Cash || the addie videos are well put together and are clear and concise || Having a wife who is a third grade teacher, is this feasible? With common core and lack of
 * Dr Ward || Clear sharing of the project, complete job of uploading all required elements. || This project and a few others done by ID students in this same vein --increasing student computer proficiency in preparation for CBT (computer based testing). What do others think about how we can prepare YOUNG student to take these upcoming assessments? Is this even an appropriate method for testing K-3 graders? || Teachers reported seeing students trying to touch the screen instead of using the mouse to navigate on the computers. It seems clear that students at this age level do not have very much experience using computers with a mouse and keyboard interface. Not all electronics are created equal. Most of their experience with electronics and computer technology up to that point is for entertainment purposes rather than educational or more specifically used for some kind of performance task. It is not appropriate to ask students to take CBT until they have had enough experience using computers first. ||
 * Ruth Fingerhut || This is a very well structured lesson module and a clearly laid out presentation. || Are the objectives of having the students learn a range of important computer skills and having the students prepared to navigate online tests demanding similar skills? Have the demands of the online tests been determined in a way that would link the lessons to specific skill demands? || It was determined in our needs analysis through surveys with the students and the teachers that many of the students lacked the basic computer skills. Before teaching the students the specific skills needed to navigate online assessments they first needed instruction on the computer basics. From the results of the survey, Team BRANJO determined what the objectives would be, how they would be assessed, and what the teachers needed to help the students reach the desired outcome. Once the basic needs were mastered, more test specific skills were taught. Keep in mind, too, that only 9 lessons were developed to be taught over 9 weeks to the first and second graders. If lessons were developed for the entire year, a further analysis of the skills needed for the online assessments would need to be done to determine lessons with a more specific focus on the skills needed for specific online assessments. ||
 * Theresa Carpenter || This is a very well planned project. Very good background of what the purpose of the assignment and why students need technology skills ||  || Thanks! ||
 * Katie White || I was impressed by the amount of planning that your group put into the project. It was well thought out from the beginning until the completion of the project. I liked that you had your students as well as the adults complete a survey and included both groups in your ADDIE model. || My question is the same as Dr. Ward's. Can this be an effective way to evaluate K-3 students? After looking at your survey results, I would be nervous to rely heavily on computer testing for this age for to evaluate a teacher's eTPES. How can teachers, administrators, or even districts themselves provide enough opportunities in K-3 grades for students to familiarize themselves with the basic operations of the computer? || Currently, as a second grade teacher we started computer based assessments this year through a program called i-ready which is the same program that Champion Elementary School used in our Instructional Design. Also, as assessments are turning into computerized tests (which we have no control over) it was a need to train the students to use the program successfully so that we are able to test them on their content knowledge as opposed to their computer skills. Therefore teachers, administrators, and districts are going to have to find the time to provide the opportunities for their students to obtain these skills. It will be a necessity instead of a luxury in order to properly assess the students. Just as new initiatives and standards are coming into education, incorporating these technology skills will most likely soon be a required part of the curriculum as time progresses. ||
 * Diane
 * Jen Washko || With the implementation of anything, thorough planning is key, and your group has done an impressive job! || Have you considered possibly polishing and publishing this kind of project? It seems to me that with the eTPES and districts having the need for technology skills with the PARCC tests (in the high school, but none-the-less), this kind of project/lesson planning would be priceless! || Thanks! Our project is specifically done for CES based on the tools they have available. The team did choose many free applications that could easily be replicated at other schools. We hope that others do use it and that it continues to have value to our project's school. ||
 * Vicente Velazquez || Excellent use of your modules and not just for elementary students, we could use some of your basic sets for adults that are having technological issues. This is great! || Do you think that a presentation like this could be tweaked in order to take into a retirement center where some of our senior citizens might be challenged? || That's an interesting thought. I'm sure it wouldn't take much to change it. Most of the images can be kept in the lessons that help illustrate how to navigate, but obviously you would want to take out the stuff that says to color in the smiley face and so on. I'm trying to think of my parents and what skills they need. I think some of the skills are a little different, but not by much. ||
 * Jaycen Rollison || The presentation exemplified that much though and effort was put into the project good job guys. || My question would kind of relate to a few of the other classmates do you think that k-3 students take online testing serious enough to rely upon? || The problem might be that students at that age take any kind of test too serious. They become so stressed out about the idea of being tested and the pressure that goes along with that it the anxiety is a much bigger issue than them not taking it serious enough. ||
 * Becky Reiter || Your presentation shows much planning and team work. Your lesson plans are quite extensive. Good work! || Are first graders ready for this type of technology? Do you think computer based learning at this age is more effective than traditional instructional practices. || The purpose of the lessons is to get the students ready for computer testing. The fact of the matter is that the computer based testing is happening whether we like it or not, so we must prepare the students for the inevitable. On the positive side it is motivating teachers to develop and implement computer curriculum which is clearly a needed skill regardless of the tests. To answer your second question. I don't think that REPLACING traditional instruction with computer based instruction is better, but using the computer technology to supplement is clearly important. ||
 * Amelia Capotosta || You guys did an excellent job of creating each lesson with enough detail for students of any age! There is so much detail. Wonderful! I would love to have something like this designed and implemented in our school. || Do you feel these are realistic expectations for K-3 students? I love that my 4th grade students are exploring technology and learning, but I feel they come to me with little to NO technology skills. I would love for them to receive more tech instruction time, but we don't have a class for it, and I can't expect classroom teachers to have that take precedence over teaching students to read and write. I also run into the same problem. I try and integrate as much as possible with tech and content, but I have to do so much back teaching to let make it part of a lesson. Do you think this will alleviate this stress for teachers? || If you look at the ISTE standards for these grade levels it is hard to imagine students being able to hit all of the standards. The skills become very advanced and are very optimistic. This computer curriculum might increase the stress of some of the teachers who aren't as comfortable with technology initially, but once they see how much it will benefit the students and how easy it is in the long run they should come around. ||