CEP 812: Part B- Storyboard and Script

For our Group Leadership Project, our group divided up the contributing parts into four categories. Our roles changed a bit since the brainstorming session, and we have now revised the participation parts to ensure that all group members are equally contributing to the final project.  The roles are as follows:

Part 1: This person locates images and creates a corresponding script to each image. Although we had originally intended for this to be two entirely separate jobs, Diana offered to do both when our group had difficulty getting in touch with another member. This worked out well, however, because she was able to create a script with pictures that will mesh together flawlessly in the final presentation. (Part 1 completed by Diana)

Part 2: A tutorial of Glogster is created in this part, including pictures and a script in the form of an additional storyboard. This person was originally expected to create the tutorial completely; however, after dividing up the workload, we found it was best to ask another group member to create the actual tutorial video. (Part 2 completed by Dianne)

Part 3: This person will use the script written by Dianne, and create a video tutorial of Glogster.  Although a script and pictures are in place, this job will also require additional images and special effects (music, transitions, etc.) Once the tutorial has been completed, it will be added to the final presentation by the fourth group member. (Part 3 completed by Andrew)

Part 4: This portion of the project focuses mainly on the final presentation. This person will put together the final project, adding additional images when necessary, recording the presentation, editing to ensure the ten minute time limit is met, etc. The final presentation will be created using Voicethread, and this person also will set up a Voicethread account that the entire group may access. Although the majority of this person’s work will be on the final project, communication and the sharing of ideas for parts one and two are also given. (Part 4 completed by Sarah)

Since I am extremely comfortable editing video and using Voicethread, I was given the fourth part to complete for my group. Although Diana wrote the script to go along with the pictures, each group member had access to a Google Doc so that we could edit the writing and give suggestions as to how to alter the script. In addition, I have been in constant communication with Dianne, discussing ways in which we could create a tutorial that could be embedded into Voicethread. I have been researching various options for how to create a Voicethread friendly video that does not have a time limit. Our group discussed that since our work was divided up in the way that it was, we would still continue to work together to edit and communicate ideas about the script and storyboard.  

By dividing up the project in the way that we did, it has given us the opportunity to each be responsible for a specific aspect, while still working together as a team. Each person has been given a role that is essential to creating a well-rounded final project. In our storyboard, we made sure to include what Glogster is and why students would be interested in using the tool. Our group addressed the various tools used in the Glogster program and mentioned the possible upgrade for teachers. We made sure to include the benefits of Glogster for teachers and the learning process, as well as stressing the fact that it can easily be used across the curriculum to meet state standards.  Finally, we included how to become a member before launching into the tutorial created by Dianne and Andrew.  This tutorial will give an overview as to how to use the tool including design, adding text, publishing, and more. Adding a tutorial will allow viewers to follow along before attempting to use Glogster independently.  To view our storyboard and script in full detail, please view the table below, or, click here to view the storyboard and script in a Google Doc format. 

GROUP 6 - Dianne, Andrew, Sarah, & Diana

Storyboard and Script

(This script will be read and recorded by Sarah)

Hello.  Our group will be focusing our professional development presentation on the cool Web 2.0 Tool called Glogster.	*
Many educators use posters for displaying student learning and assessing students.  Well, Glogster is a new and improved way for students to make posters.	*
It’s an online multimedia poster which provides students with the opportunity to use many of its advanced features to create a “Glog”.  Similar to posters, Glogs allow students to display what they’ve learned, students can be as creative as they like, and they can create them individually or in groups.	*
Unlike posters, Glogs offer students so much more.  They can choose from hundreds of graphics to decorate their glog,	*
input images of their choice,	*
add text in text boxes,	*
change the background or their wall instantaneously,	*
embed sounds or videos, and work from any location.  In addition, Glogster allows you to comment on each other’s Glogs so students can get peer feedback, as well as, practice leaving constructive feedback themselves.  Glogsters can be shared through links or embedded onto webpages; therefore, students are part of a social network when they share their Glogs with others.	*
These features are all part the free version of Glogster Edu for the Basic Teacher.  You can also purchase the Glogster Edu Premium version for $99/year (or $11.95/month) or a district wide membership for $2/student/year with unlimited number of students.  With these advanced memberships you get more features and services.  You get customer support via telephone, no advertising, extra graphics, a drawing tool, data attachments, classroom or project management with individual student accounts and the ability to oversee it.  These advanced features include fantastic tools, but you’ll find that the Basic Teacher version may be enough to accomplish your project tasks.  The free educational version is a safe site and all the glogs that are created are by Glogster.  Therefore, I’ll be focusing the rest of this presentation on the free Basic version of Glogster Edu.	*
Glogsters is a great tool for educators to consider using.  There are so many benefits for teachers and their students.  Glogster spark students attention and motivate them to complete their work.  It’s great way to accommodate to the different learning styles that your students possess.  It’s a terrific visualization tool and assists students in being creative as they put together their glogs.  There are so many features students have the opportunity to use.  This Web 2.0 tool is interactive and can be used with other tools as well.  Students can video tape reenactments or other presentations and embed the video into their glog.  They can take pictures that support their topic or find images online and input it into their glogster.  Moreover, it’s a great assessment tool.  Teachers can easily view these glogs and assess their students by one click on their link.  They may also leave their comments and feedback directly on the students’ glogs.  Student glogs can easily be shared with parents and posted to the class website where others can continue to comment on them and leave feedback.  In addition to student creations, teachers can use this tool to create.  Teachers use Glogster to create lessons, webquests, and other various interactive learning activities for their students.  It’s a great way to incorporate technology and engage your students in learning.	*
These glogs can be used for many projects and in many different subject areas.  Anywhere that you feel a poster would be an option for a project, a glogster would easily fit in.  You can use it for student introductions in the beginning of the school year, social studies or science projects, book reports or reviews, and the list goes on and on.  Even though there are various features, this Web 2.0 Tool is very easy to use; even with the youngest students.	*
Becoming a member is easy!  All you need to do to begin “glogging” is create a username and password.  You’ll need a valid e-mail address to do this.  Then you can begin creating new glogs.  Now if you have a classroom of students, you can have your students glogging in two ways.  You can create an account for each student and have them each log on individually OR you can log on each student under your name and have them create their glogs from there.  They can save their work under their name or their group name.  Students can then begin using the various tools to create their glog and input their information.  One of the downfalls of creating student accounts is that Glogster creates the usernames for your students and they’re usually a series of numbers and letters with no significant meaning and you’re not able to change it.  Therefore, it will probably be helpful if you make a class list of usernames and have students keep their passwords simple.  Once everyone is logged on you can begin glogging!	*

Here’s a tutorial of how to get started: [Insert tutorial] Important Note: Since Andrew will be creating a tutorial using a video, not a screencast, visuals will be included as he does a walk-through of the tool in a live format.
 

Script for Glogster Tutorial

(Video Format)

SCREEN	SCRIPT
Getting Started With Glogster EDU	(Transition Page) Shown only
(screen of Glogster EDU Home Page)	Narration: You can access Glogster online by going to edu.glogster.com then click the “Sign Up” button.
(screen of Accounts and Features Page)	Narration: As you can see, there are 3 different types of accounts with their features listed below. We’re going to use the BASIC TEACHER version which allows you and your students to make up to 50 glogs. So click “Get It”.
(screen of Registration Page)	Narration: On the registration screen, fill in all the information on the left side and click on the pink “Sign Up” button on the bottom. And that’s all there is to creating a teacher account on Glogster EDU.
Using Glogster	(Transition Page) Shown only
(screen of Dashboard)	Narration: Once you log into your account, you’ll be taken to your dashboard. This is where you’ll be able to view you profile, access the glogs you’ve made, and set up and see your students’ accounts. Here you’ll want to click on the pink “Create a New Glog” by your profile and this will bring you to your glog screen where you will create your online poster.
(screen of Default Glog)	Narration: The default glog looks like this. You’ll want to get rid of each of these items. To do this, click on an image and then click on the pink dumpster to delete it. I’ll go ahead and delete the rest so we can start with a blank screen.
(screen of option bar- “Wall”)	Narration: Now you can begin adding things to your glog. The “Wall” is the background of the poster itself and the space you’ll be working in. Once you click “Wall” in the options bar, you can see there are several categories on the left. I’m going to click on “Edu”, and then select the background I want (page #5, crinkled paper).On the right here, you can see what it looks like. So now, I click on “Use It” to apply it.
(screen of option bar- “Wall: Page Wall”)	Narration: You’ll also want to select your “Page Wall” which is the space around your poster. Once you have this open, you can select from patters or solid colors. I’m just going to use a coordinated color, so I’ll select “Solid Color” and this brings ujp the color sprctrum. I’ll move my curser over the colors and I can view them in this top box. Once I find what I want, I’ll click it and it shows up in my “Select Box” as well as over here to the right. If that’s what I want, I push “Use It” and it applies it to my screen. Now that I’m done with my wall applications, I’ll click on the pink “X” to eliminate the window.
(screen of option bar- “Text”. Option #1 for making a title.)	Narration: And now I’m ready to apply my text and images. To add text, click on the “Text” button. You’ll see three basic options for writing text: “Bubbles, Titles, Text”.First, we’re going to add our title.There are two ways you can do this. If you’d just like to write directly onto the wallpaper, choose “Title”. And then “Use It”. Then you can “X” out of your window, find the default text, click on it, and now I can edit it. So I’ll click on the “Edit” button, highlight your text with your cursor, and type in my title. Now you can go up to your options bar and click on “AB1” to change my font. As you can see, you can select a different color for your font, different styles, and font size. Once you you have what you want, click “Apply” and the ”OK”.
(screen and Option #2 for making a title)	Narration: Another way to create your title is to go into “Text”, press “Titles” on the left side and then if you go further down, you’ll see different categories. By going here, we can select an image to write our title on. So I’ll go into “Vinyl & Toys” and go to page 2 and select this one (middle right). Click on it, view it in the box, and then click “Use It”. Now I’ll “X” out of my window, find my image,and click on it so I can begin editing the text just like we did before. I press “Edit”, highlight it, type in my title (Sample Title), go up and select my font button, find a style (JustOldFashion), resize it (32), press “Apply” and the click “OK”. And now I can position it in whatever way I’d like.
(screen of option bar- “Images”)	Narration: You’re probably going to be adding images, so click on “Image” here on your option bar.You’ll want to have a folder that already contains all the images you plan on using on your poster. Press your “Upload” button, find your folder, open it and select your image, press “Open”. Now at the top of your screen you can see this green bar that shows you the progress on your upload. After a couple seconds, your image will show up in your Image Window. Select it, and then you can see that you have an option to frame it. So I’ll add a frame. This time I’ll select “Cute”. You can select any frame and see what it looks like here on the right.(page 3, tree) Once I have what I want click “Use It”, “X” out of your window, and then I can resize and place my image by clicking on it and shrinking it. Once you have it where you want, left click and you’re done!
(screen of option bar- “Text”)	Narration: I’ll go back into “Text” to write something about the image. Again, once I have “Text” open, I’ll select “See All” in the box on the top left, go down to the other box and click on “Basics”,and then “Text” and this allows me to select just a text to apply directly onto the poster without it being on an image. Press “Use It”, “X” out of the window, find your text, click on it, press “Edit”, highlight the default text, type in what you want, if that’s the style and size you want, press “OK”, position it where I want and left click to drop it.
(screen of option bar- “Graphics”)	Narration: The last thing I want to show you is “Graphics”. Graphics are just decorations that can be added to a glog to spruce it up or fill in white space. So go to “Graphics” on your option bar, select a category, I’ll choose “Edu”, (page 1) select the pencil, press “Use It” and while I’m here I’ll go ahead and pick another (flowers, page 8, bottom left). As you can see, some graphics are animated. Press “Use It”, “X” out of your window, find your graphics, click on one, move it around, resize it, rotate it. You can also change the color of your graphics by going into “Edit” and selecting a color from the color graph and applying it. Your options of what you want to do with your posters are limitless. Remember, you have a whole poster to fill (scroll down)
(screen: scroll to top to “AutoSave”)	Narration: One nice feature that Glogster has recently added is the “auto save” so you no longer have to constantly stop and save your work.
(screen of finishing up)	Narration: Once you’re done working on your glog, go up and push the pink “Save or Publish” button. (Window opens) Here you’ll want to name your glog, assign your project to a category, add any tags to help others find it, and then over on the right is the “Finished” options. Mine is not finished so I’ll click on that. It takes just a few seconds to save it and then you can go back to your dashboard (click on return to dashboard) and if you scroll down towards the bottom, you’ll see your project here. And that’s all there is to it.

As mentioned, I am responsible for putting together the final project by using the script and images provided. Just as I contributed to the parts of others, my group members will be contributing as well. During this portion of the project, each group member will have access to the Voicethread presentation and will help to determine what might need to be altered or added to create a spectacular final project. They will either contact me through email/discussion forum, or they may independently add to the presentation through the group account. By working together, we are ensuring that all group members are contributing to the final project.

CEP 812: Part C- Implementation

To view Part C of my WICKED project, please view the following podcast which I created using Voicethread. Here, I address surprises, bumps in the road, delights, summer preparations, and a timeline. I had initially started creating the podcast using Screencast, however, that tool would only hold a five minute video. Thank you for viewing the implementation portion of my project.

Revisions: All comments given on Part C were encouraging and agreed with my implementation goals, preparations, and timeline. I am confident that by using this tool along with this specific timeline, I will achieve my goal of promoting student achievement and confidence through increased parent-teacher-student communication. After viewing comments of others, I am enthusiastic about presenting this communication tool in the fall to the parents of my students. I am hopeful that their reaction will be just as encouraging and that they will be motivated to increase communication in order to promote student success.

CEP 811: Wiki Lab

 For my Wikipedia task, I chose to edit information found on the city of DeWitt, Michigan. I am a graduate of DeWitt Public Schools, and I researched the Wikipedia site on the topic of education. As I looked through the site, I quickly realized that while there was a link to the school system, there was no information found about the schools. I chose to add an “Education” section between the “Geography” and “Demographics” portions. It was important to me that the schools were identified, along with the grade levels as each school focuses on various academic grades. Please click here to view the page after I edited this information. Although it can also be viewed in my screenshot, I added the following information:

“DeWitt has an outstanding legacy in regards to education. The city is home to the following schools, which are divided among grade levels:
Fuerstenau Early Childhood Center (Pre-K and K)
Schavey Road Elementary School (1st and 2nd Grade)
Scott Elementary School (3rd and 4th Grade)
Herbison Woods School (5th and 6th Grade)
DeWitt Junior High School (7th and 8th Grade)
DeWitt High School (9th-12th Grade)
To view more information about each school, visit the DeWitt Public Schools link using the External Links feature.”

I have included both a before and after screenshot of the Wikipedia page, to better show what was added to the site. 

 Before Screenshot

After Screenshot

For my personal wiki, I used Wikispaces to create a site for my students to upload digital projects so that parents may view them. Please click here to view my personal wiki.  I am currently in the process of creating a classroom website which can be linked to this wiki. Since I cannot password protect for each child using this wiki, I will be assigning random numbers to each parent to view their own child’s work. Names will not be posted to the projects to remain anonymous and protect student confidentiality. I have also included a section where, if parents have the available technology, I am able to hold a Skype conference. Once a meeting time has been set, the parent can simply click on the “call me” button to contact me. I also practiced adding every feature but for now, I do not want to overload the parents and I have chosen to stick to the basics since this is a supplemental site to our classroom web page. I really enjoyed navigating through this particular wiki, and I am excited to use it in my own classroom next year.

CEP 811: Application of UDL Principles

As I reviewed my original lesson plan using the UDL checklist, I found my lesson to contain a large amount of features. I was excited to learn that I had created the majority of the lesson plan to meet these principles by simply focusing on differentiation. Through using this checklist, however, I did find a few barriers that I altered within my lesson plan. The main barrier was that I had not created a rubric for the students. It was difficult to determine whether or not the students had met the teacher expectations or personal goals without a rubric. I also decided to add a script template, which would direct students as to what information should be included in the digital story. I also had a few barriers in the language area. Since I created this lesson plan for English students learning about the English Language, I neglected to integrate helpful tools for speakers of other languages. I chose to include a translation tool as well as multiple graphics so that every student could benefit from the lesson. I also changed a portion of my lesson so that the students could name the sound the vowel makes, rather than naming the vowel from the sound heard. Although it seems miniscule, it is important that students have the opportunity to succeed even if they are unable to hear the sounds. Finally, I added a self-reflection page for the students (I will complete one as well), to better determine how the students felt about the learning process. This information will be used to alter my lessons for the following class, as well as evaluate my teaching of the lesson.

I have included my UDL checklist below. In addition, please click here to view my lesson plan with the added changes. I have highlighted the features with a yellow highlighter, and the barriers along with solutions using an orange highlighter. I really enjoyed using this checklist and revisiting my lesson plan. I am excited to use this in the classroom and witness the benefits of adapting the UDL principles to meet the needs of all students. 

UDL Guidelines - Educator Checklist
I. Provide Multiple Means of Representation	Your notes
1. Provide options for perception
1.1 Customize the display of information	Feature: This lesson plan allows for the students to interact with a SMART board. In addition, students are able to complete hands-on activities and contribute to classroom discussions.
1.2 Provide alternatives for auditory information	Feature: Students will be able to follow along with the majority of the lesson through the SMART board. All information will be posted to the SMART board, and students can follow along visually. Barrier: The sounds used in the presentation must be clicked on to be heard. As part of this lesson, students are expected to identify the vowel based on the corresponding sound. To meet the needs of others, I will add a portion which allows the students to create the sound when given the vowel.
1.3 Provide alternatives for visual information	­­­Feature: Students will remain engaged through group discussions, videos, and the recording of a visual story. Students work together to have discussions about the vowels and their sounds, and by showing the information using a SMART board, students have a much larger platform to view.
2. Provide options for language and symbols
2.1 Define vocabulary and symbols	Barrier: This lesson was designed for English speaking students. The letters were not pre-taught, but rather, we quickly identified them as a group in the introduction section. Upon reflection, I will take more time identifying each letter and allowing the students the opportunity to practice writing each vowel.
2.2 Clarify syntax and structure	Feature: Students understand the importance of vowels to the reading and writing process. These letters must blend with other letters to form words correctly. This, ultimately, allows them to understand the connection between vowel knowledge and literacy.
2.3 Decode text or mathematical notation	Feature: Word wheels, reading/writing in small groups, and the creation of a digital story will allow students to practice identifying vowels and their corresponding sounds.  The students will also practice their decoding skills at their own level when working in small groups.
2.4 Promote cross-linguistic understanding	Barrier: This entire lesson was created in the English Language. To promote cross-linguistic understanding, I will provide electronic translation tools and embed additional pictures for support.
2.5 Illustrate key concepts non-linguistically	Feature: Through the use of the SMART board, I was able to embed multiple graphics to further showcase the concepts. While it would be beneficial to take advantage of the auditory portions as well, it would be entirely possible to take part in the lesson using only visual references.
3. Provide options for comprehension
3.1 Provide or activate background knowledge	Feature: Students discuss what career path they have chosen for the future. Once each student has identified their goal, as a group we will identify why reading and writing is so important to each job. Our group will then identify vowels and the importance of indentifying vowels and their corresponding sounds in relation to literacy.
3.2 Highlight critical features, big ideas, and relationships	Feature: Through the SMART board presentation and discussion, students will understand the importance of correctly identifying and writing vowels. They have identified how it is important to them personally, and will begin practicing each vowel and its sound.
3.3 Guide information processing	Feature: The teacher will guide the students in their learning of each vowel. Through a discussion, word wheels, hands-on activities, songs, reading practice and digital stories, the students have been given multiple outlets for processing the information.
3.4 Support memory and transfer	Feature: Students will apply the vowels and their corresponding sounds to their reading. In addition, each student will create a digital story demonstrating their knowledge of each letter.

II. Provide Multiple Means of Action and Expression	Your notes
4. Provide options for physical action
4.1 Provide varied ways to respond	Feature: Students are able to respond through classroom discussion, SMART board activities, taking part in small group reading and writing activities, and through the creation of a digital story.
4.2 Provide varied ways to interact with materials	Feature: Students are provided with the opportunity to interact with a wide-variety of technology-based tools using the SMART board presentation. In addition, students will use word wheels, books, writing paper, and more to interact with multiple materials.
4.3 Integrate assistive technologies	Feature: Students may take advantage of the text-to-speech option using the SMART board. In addition, the students are able to interact with the SMART board, and complete a digital story.
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Feature: Students use the Notebook Software to watch videos, type, and move graphics to demonstrate knowledge of vowels. Students also are completing their final project through a digital story, which showcases their learning.
5.2 Provide appropriate tools for composition and problem solving	Barrier: I did not provide the students with a script template for the final project. The project will be a great tool to demonstrate student learning if they are able to complete it independently taking advantage of a script template.
5.3 Provide ways to scaffold practice and performance	Feature: The lesson begins with a whole-group discussion using the SMART board. The students then begin to internalize the concepts as they read and write in a small group format. Finally, they will be able to independently identify each vowel and the corresponding sound in their digital story.
6. Provide options for executive functions
6.1 Guide effective goal setting	Barrier: A rubric was not in place for the students. This is necessary so that they understand what is expected of them throughout the lesson, and can create a final project showcasing their vowel knowledge.
6.2 Support planning and strategy development	Barrier: Through the use of a rubric and a script template, students will be able to better plan their development of the concepts. I have chosen to add a rubric and a script template to my lesson plan.
6.3 Facilitate managing information and resources	Feature: Since a large portion of this lesson plan is centered on whole-group and small-group instruction, I am monitoring student participation for part of the grading process. I can also monitor who completed the digital story portion, as I will upload each story to the classroom website.
6.4 Enhance capacity for monitoring progress	Feature: Student progress is monitored through participation, small-group activities, a written assessment, and a digital story.

III. Provide Multiple Means of Engagement	Your notes
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Feature: Students are able to complete their final digital story project using their own judgment. Guidelines were purposely left somewhat vague so that they could choose their own storyline and format.
7.2 Enhance relevance, value and authenticity	Feature: Students will understand the relevance of the lesson from the beginning brainstorm session. After understanding that vowels and their sounds are important to literacy which is vital to their future, students will be motivated to learn.
7.3 Reduce threats and distractions	Feature: Although there is a risk for distractions during the whole-group, students will be able to work wherever it is best for them within the classroom through the majority of the lesson. This is promoting self-responsibility, and an awareness of how they learn best as students.
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	Feature: Students are motivated and engaged due to the clear connection between literacy and their own lives, as well as the interaction with peers and technology.
8.2 Vary levels of challenge and support	Feature: During the discussion piece, a wide-variety of reading prompts and questions will be given so that students can challenge themselves in their learning. Depending on student understanding, groups will be created varying in difficulty. Support will be provided with each group meeting from the teacher and other students to promote student thinking and learning.
8.3 Foster collaboration and communication	Feature: Every aspect of this lesson fosters collaboration and communication. From the whole-group discussions to small-group reading and writing, coupled with hands-on activities and a digital story, students have multiple opportunities to collaborate and communicate with one another.
8.4 Increase mastery-oriented feedback	Feature: Students are given timely feedback in whole-group and small-group instruction, as well as comments on the final digital story after it is uploaded to the classroom website.
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	Barrier: Since a rubric was not created for the students initially, it is difficult for them to tell whether or not they met their goals and teacher expectations. I am adding a rubric to this lesson plan for this purpose.
9.2 Scaffold coping skills and strategies	Feature: When describing each activity, the teacher models possible problems and solutions that a student may encounter. In addition, students learn that mistakes help us to learn, and that they are working collaboratively to overcome problems with the help of others.
9.3 Develop self-assessment and reflection	Barrier: Although the students are completing a digital story to show what they have learned about vowels, I did not include a reflection/self-assessment portion. I will be adding a self-assessment which inquires as to whether the students enjoyed the learning process, what was the most difficult, what is most beneficial, etc. This will help me to adjust my lesson for future learners, as well as reflect on my own teaching practices.

Sarah Boutwell