FRIT 7739: Face-to-Face Staff Development: ClassDojo

Joseph D. Johnson

Spring 2016

Part 1: Identification of Learning Problem

General Audience
The general audience that I have chosen consists of educators at Garrison Elementary
school. All are educators and staff from the first grade team, serving in variety of
capacities from classroom teachers, to EIP, gifted, and support personnel. I plan however
to open the online staff development to the entire K-8 grade groups. The school uses a
blended curriculum with technology, and serves as a Savannahs K-8 Performing Arts
Academy as well.
Problem Identification
Being in a data driven district, I have utilized a needs survey, concentrating on issues in
the classroom, hinderances toward learning, and needs teachers and staff may feel will
benefit them in specific areas such as behavior, technology, and the home to school
connection. Though I opened the survey up to first grade teachers and support staff, I
received only nine responses. These however were from mainly certified teachers and a
couple of support staff.
Therefore, based on the above mentioned criteria I noticed that many teachers are having
a problem with behavior and classroom communication with home. This is extremely

impactful for effective teaching. In many of the discussions, teachers complained of not
being able to build a strong connection with the parents. The needs analysis also backed
this up. Having this strong connection is also vital, especially when concerning
assignments completed (or not) as well as what is going on in the classroom everyday. I
have decided to concentrate on utilization of a Web 2.0 tool that has been vital to my
class and adopted by the district. This program/app tracks behavior, class and school
events, stories, and updates. It also allows instant texting and comments, which is vital to
meet those needs expressed by teachers in the survey with keeping parents informed.

Standards
ISTE T 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 ethical behavior in their professional practices. Teachers:
b. address the diverse needs of all learners by using learner-centered strategies and providing
equitable access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of
technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues
and students of other cultures using digital-age communication and collaboration tools.

ISTE T5. 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. Teachers:
a. participate in local and global learning communities to explore creative applications of
technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared
decision making and community building, and developing the leadership and technology skills of
others
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

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their
school and community

Instructional Goals
After teachers participate in this particular training, teachers will be able and become
familiar with:

Participants will be introduced to learning the varied uses for ClassDojo, specific
functions and capabilities, and its impact on the classroom.

Participants will learn how to create an account for their class, add their students
and parent information, customize behaviors, and create invitations.

Participants will learn how to create the home/school connection and showcase
work and personalized student information concerning behavior with parents.
Part II: Learner Analysis

Introduction
The primary audience reviewed in this analysis is comprised of certified teacher and
support staff for the 1st graders at Garrison Elementary School in the Savannah-Chatham
County School System. Those that are taking part in the staff development consist of
nine certified teachers (including one Gifted/EIP) as well as one paraprofessional.

Entry Skills and Prior Knowledge

All support staff participating have had technology training on a variety of programs
within the school. However, many have stated to me that there is so much technology
they need to know, they are looking for something simple and uncomplicated. This is
vital for teachers to utilize it with fidelity, so that positive effect will be shown over time.
Skills needed to fully understand an effectively utilize ClassDojo require:

Basic keyboarding and computer skills

Prior use of various programs such as Word, Excel, or other programs required to
create a free account

Previous use of running logs or behavior programs

After entry into the teaching profession at Garrison, these objectives have been expanded
upon through various professional developments, but are still the main objectives that
have a bearing on effective use of this program. Pre-testing was honestly not utilized for
this staff development though a needs survey and analysis was done. This was due to the
fact that the data from the needs analysis indicated that most have had a least minimal
exposure to ClassDojo. Also, there were no teachers or support staff participating that
did not have the necessary computer skills to complete the Face to Face or Online Staff
Development.

Attitudes Toward Content & Motivation

Attitudes towards learning an application or program that would not only track behavior,
allow for instant communication with parents, and document major class or school events
or projects to share were mainly all positive (seven out of nine or 78 percent) agreed they
would love to learn about it.

The main issue that I have found from interviews with the teachers is time. Much of the
technology they have had to learn has been complex and training has been fast. Many
complain that they forget, or do not have resources readily available to refer back to.
They would also like to utilize something that is easy to learn, and intuitive.

Part III: Task Analysis

Task Analysis
I conducted the task analysis using a procedural analysis, since the understanding of
ClassDojo requires a procedural tasks (or steps) that the participants need to learn. These
procedural tasks are needed in order to create a teacher and classroom account, add
students from the class, set up groups if necessary, customize behaviors and points, add
parent phone or email information, create invitations with parent and student codes,
adding notes and running reports, and access resources.

I felt that using solely a

procedural analysis, would go into the procedural steps and thinking needed on the
participants part that might not be fully explained using the topic analysis.

Task Analysis Outline

1. ClassDojo Introduction: What is ClassDojo
1.1 Introduction, benefits, and overview of ClassDojo
1.2 Forms and Parent Letters-Student and Parent Invites
1.2.1 Parent introduction letter and resources to ClassDojo
2. Creating a class and Customizing Behaviors
2.1 Signing up to create an account

2.1.1 Choose title: Teacher, Parent, Student, or School Leader

2.1.1.2 Fill in information, email address, and password.
2.1.1.3 Choose your school in your district and join.

2.2 Create a Class

2.2.1 Class name and grade
2.2.1.2 Add students and avatars
2.2.1.3 Customize positive and negative behaviors to fit
specific needs in the school or classroom.
3. Adding, Subtracting points-Adding student notes
3.1 Awarding points to students and groups
3.1.2 Selecting students or group of students to award or take away points
based on specific behaviors already created.
3.2 Adding student notes and messages
3.2.1 Check word problem for words or phrases such as in all, join,
combine, all together, or plus.
3.3 Using data for review and specialized reports
3.3.1 Pull data reports for each child and customization of those
reports.

4. Home/School Connection
4.1 Parent and Student Invitation Codes

4.1.1 Procedure to create student and parent invites to sign into specific
child and parent accounts from home or smart device.
4.2 Classroom Story Feature
4.2.1 Taking pictures to document classroom or student achievement
throughout the year.
4.3 Instant Messaging
4.3.1 Procedure to send text, photo, or email to parent address or number.

Subject Matter Expert (SME)

I, Joseph Johnson, will serve as the SME for this instructional plan. My formal education
consists of a B.S. Ed. in Early Childhood Education, Georgia Certification for Grades
PK-5 received from Armstrong Atlantic State University. I have also had six years of
experience in the classroom in an inner-city school teaching 2nd grade for two years, 3rd
grade for one year, kindergarten for one year, and 1st grade for three years. I also have
five years experience in training and technology, working for EarthLink. I am currently
pursing my M.Ed. in Instructional Technology and Media Specialist Certification from
Georgia Southern University, and have passed my GACE for both Instructional
Technology and School Library Media in K-12.
The primary qualification that I have is as a classroom teacher and can understand the
similar problems for the specific group undergoing this particular study. I am aware of the
mentor for ClassDojo at my specific school.

Part IV: Instructional Objectives

1.

2.

3.

4.

ClassDojo Introduction: What is ClassDojo?

a)

Introduction, benefits, and overview of ClassDojo

b)

Forms and Parent Letters-Student and Parent Invites

Creating a class and Customizing Behaviors

a)

Create an account

b)

Adding students and groups

c)

Behavior and skill customization

d)

Adding parent information

Adding, Subtracting points-Adding student notes

a)

Awarding points to students and groups

b)

Adding student notes and messages

c)

Utilizing data for review and specialized reports

Home/School Connection
a)

Parent and Student Invitations and Codes/Resources

b)

Classroom Story Feature

c)

Instant messaging feature

d)

Class group messaging

Part IV: Assessments

Lesson/

Goals

Objectives

UDL

Assessments

Instructional
Strategies
Lesson 1:

Introduction,

Objective 1:

The lesson will

1. Benefits of

benefits, and

Introduce

provide pictures

ClassDojo:

overview of

ClassDojo as a

ClassDojo

Web 2.0 tool

Forms and

and cursory

the benefits in

Parent Letters-

uses.

appeal to all

the school and

Student and

1a. Review

modalities using

ClassDojo and

information and

presentations as

explain how they

well as print

could utilize it in

Focus is on
what
ClassDojo is,

classroom, and
introduction to

Parent Invites

presentations

and

Participants will be

presentations to

asked to write down

3 benefits of

about

forms and

ClassDojo.

items. This will

letters

1b. Review

help in

explaining

introduction

recognition

material such as

(CAST, inc.

ClassDojo to
parents and

parent letter and

(1999-2005).

information.

stakeholders.

This will aid

participants
regardless of
need as
contained in
UDL

their room.

philosophy.
Lesson 2:

Procedure

Focus of this

s in

lesson centers

creation of

around the

a teacher

creation of a

account.

personal

account (in this

case a teacher
account)

Objective 2:

The lesson will

1. Create a

Creating a class

provide pictures

Teacher Account:

and

behaviors.
2a. Create an

Addition of students and account.

groups that make up the

2b. Adding
students and/or

participants class.
Customization of

and

As the main

customizing

presentations to

assessment for this

appeal to all

lesson, participants

modalities using

will be asked to

presentations as

create their own

well as print

account. They will

groups.
2c. Behavior

items. This will

need to also

various positive and

and skill

help in

customize their

negative behaviors

customization.

recognition

behaviors, input

2d. Adding

(CAST, inc.

students. (Parental

(1999-2005).

information can

and phone

This will aid

wait, unless it is

information.

participants

readily on hand.)

and skills.

parent

Adding parent email

information.

regardless of
need as
contained in
UDL
philosophy.Also
general
application

This will be
tailored by need
of each student
as contained in
UDL
philosophy.
Lesson 3:

Adding,

to students and

Objective 3:

The lesson will

Adding and

provide

Subtracting

Subtracting
points will be

Awarding points

groups.

1. Points and
Messages:

simplified

Participants will be

procedural

given a test where

they are asked to

points & adding

Adding student

student notes.

focused on, as

notes and

3a. Awarding

steps, pictures

well as adding

messages.

points to

to support those

choose two students

student notes

Utilization of data for

students and

steps and

in their class. They

for
documentation.

review and
specialized reports.

groups.

procedures as

are then asked to

3b. Adding
students notes

well as context,

add points and take

and messages.

& recognition

3c. Utilize data

(CAST, inc.

differing degrees.

for review such

(1999-2005).

Next, particpants

as percentages

points away in

will be asked to run

over time, and

a report for each

customization

student and turn it

of reports.

Lesson 4

Parent and

Objective 4:
Utilizing

The lesson will

into the SME.

1. Parent

Home/School
Connection

student invite and

ClassDojo for

provide pictures

codes

home and

and

Classroom story

school

Invites:
This

presentations to

assessme

appeal to all

nt consists

connection.

feature

4a. Parent and

Instant messaging

Student invites

modalities using

of two

feature

and codes for

presentations as

tasks.

use at home.

well as print

Resources

4b. Creating a

items. This will

s will be

help in

given a

classroom and
story timeline

Participant

to share with

recognition

test where

parents.

(CAST, inc.

they are

4c. Instant

(1999-2005).

asked to

texting to gain
communication
with parents
quickly.
4d. Further
resources that
are available on

write the
proper
sequence
in steps
on how to

the website for

print out

parents to use at

student

home.

and
parent
invites.
They are

then to
choose
two class
students
to print
out actual
invites for
those
students.
Next,
participan
ts will be
asked to
run a
report for
each
student
and turn it
into the
SME.
2. Instant
Messagin
g
Assessm

ent:
Participants will be
asked to choose one
student from their
dummy class at their
start screen. The
parent information
for this student will
be my smartphone.
They will then
create a message
and send it to me.
Assessment Examples

The assessments that I have created are performance based and I want participants to be
able to demonstrate the key concepts they learn and use that information to effectively
use ClassDojo in their classrooms and with their parents. At the end of the unit,
participants should be able to demonstrate what they have learned and should be able to
correctly use ClassDojo by setting up their account, adding their students and groups,
customizing behaviors, adding and subtracting points. By completing these tasks, this
not only shows whether they have understood the processes in using ClassDojo, but also
follows the UDL by giving multiple methods and tasks that fit each learner.

KA Part VI: Instructional Sequence

Sequence
1

Description
Focus is on the benefits of ClassDojo, proper uses,

Objective
1

resources, and how it is utilized.

Types of word problems are identified using keyword

strategies. Problem types are then explored using examples

of addition and subtraction in all three forms (putting
together or taking apart, comparing, and unknowns in all
3

positions).
Presentation of a variety of strategies to solve word

problems are identified such as utilizing drawings, number

sentences, and graphs or charts representing data in the
problem.
4

This sequence builds on concepts of learning-related sequencing and order. The learner
will proceed through each lesson, building on key strategies learned from the last. This

requires the instructor and participant to follow a logical and scaffolding progression
when completing the objectives and tasks that will be set out in the lessons.

Part VII: Design of Instruction

Lesson/

Goals

Objectives

UDL

Assessments

Instructional
Strategies
Lesson 1:
Focus is on
what ClassDojo

Introduction,

Objective 1:

The lesson will

1. Benefits of

benefits, and

Introduce

provide pictures

ClassDojo:

overview of

ClassDojo as a

ClassDojo

Web 2.0 tool and

is, the benefits

in the school
and classroom,
and
introduction to

Forms and Parent

Letters-Student and
Parent Invites

cursory uses.

and

Participants will be

presentations to

asked to write down

1a. Review

appeal to all

information and

modalities

presentations

using

explain how they

presentations as

could utilize it in

about ClassDojo.

3 benefits of
ClassDojo and

1b. Review

forms and

introduction

well as print

letters

material such as

items. This will

explaining

parent letter and

help in

information.

recognition

ClassDojo to
parents and

(CAST, inc.

stakeholders.

(1999-2005).

their room.

This will aid

participants
regardless of
need as
contained in
UDL
philosophy.
Lesson 2:

Procedure

Focus of this

s in

lesson centers

creation of

around the

a teacher

creation of a

account.

personal

account (in this

case a teacher
account)

Objective 2:

The lesson will

1. Create a

Creating a class

provide pictures

Teacher Account:

and customizing

2a. Create an
account.

Addition of students and 2b. Adding

groups that make up the

students and/or
groups.

participants class.
Customization of

and

As the main

behaviors.

presentations to

assessment for this

appeal to all

lesson, participants

modalities

will be asked to

using

create their own

presentations as

account. They will

2c. Behavior and

skill

well as print

need to also

various positive and

customization.

items. This will

customize their

negative behaviors

2d. Adding parent

help in

behaviors, input

information.

recognition

students. (Parental

(CAST, inc.

information can

and phone

(1999-2005).

wait, unless it is

information.

This will aid

readily on hand.)

and skills.
Adding parent email

participants

regardless of
need as
contained in
UDL
philosophy.Also
general
application
This will be
tailored by need
of each student
as contained in
UDL
philosophy.
Lesson 3:

Adding,

to students and

Objective 3:

The lesson will

Adding and

provide

Subtracting points

Subtracting
points will be

Awarding points

groups.

1. Points and
Messages:

simplified

Participants will be

procedural

given a test where

they are asked to

& adding student

Adding student

notes.

focused on, as

notes and

3a. Awarding

steps, pictures

well as adding

messages.

points to students

to support those

choose two students

student notes

Utilization of data for

and groups.

steps and

in their class. They

for
documentation.

review and
specialized reports.

3b. Adding

procedures as

are then asked to

students notes
and messages.
3c. Utilize data

well as context,
& recognition

add points and take

points away in

for review such as

(CAST, inc.

differing degrees.

percentages over

(1999-2005).

Next, particpants

time, and

will be asked to run

customization of

a report for each

reports.

student and turn it

Lesson 4

Home/School

Parent and
student invite and

Objective 4:

The lesson will

Utilizing

provide pictures

ClassDojo for

Connection

codes

presentations to

Invites:
This
assessme

Classroom story

connection.

feature

4a. Parent and

appeal to all

Instant messaging

Student invites

modalities

and codes for use

using

of two

presentations as

tasks.

feature

and

home and school

into the SME.

3. Parent

Resources

at home.
4b. Creating a

nt
consists

well as print

Participan

story timeline to

items. This will

ts will be

share with

help in

parents.

recognition

test

(CAST, inc.

where

(1999-2005).

they are

classroom and

4c. Instant texting

to gain
communication
with parents
quickly.
4d. Further
resources that are
available on the

given a

asked to
write the
proper
sequence

website for
parents to use at
home.

in steps
on how to
print out
student
and
parent
invites.
They are
then to
choose
two class
students
to print
out actual
invites for
those
students.
Next,
participan
ts will be
asked to
run a
report for

each
student
and turn
it into the
SME.
4. Instant
Messagi
ng
Assessm
ent:
Participants will be
asked to choose one
student from their
dummy class at
their start screen.
The parent
information for this
student will be my
smartphone. They
will then create a
message and send it
to me.

Part VIII

At the end of the online course, I will conduct learner evaluation using a
customized survey of multiple choice questions. The questions and choices will also be
read aloud for those students that are not yet fluent or expert readers. I also plan to ask
the participants to complete the online module as well and fill out a brief survey to
provide feedback concerning the course itself. I would also like the other grade levels to
participate in this as well.

Survey for Learner:

1. After finishing the online course on ClassDojo, do you think you understand how
to use this program successfully in the classroom?
a. yes

b. somewhat

c. no

2. Did you find this online course to be easy to understand and follow along with?
a. yes

b. somewhat

c. no

3. How confident are you after taking this course on being able to utilize all aspects
of ClassDojo?
a. yes

b. somewhat

c. no

4. Did the course help you better understand how technology can be used to support
you in your daily tasks such as RTI or collection of data?
a. yes

b. somewhat

c. no

5. Do you have a better understanding of how to use ClassDojo to communicate

with parents or others concerning students behavior or needs?
a. yes

b. somewhat

c. no

6. Do you have a better understanding of how to keep records of your class events
and successes?
a. yes

b. somewhat

c. no

7. Using all these strategies learned in this course, are you now confident you can
teach others how to use this program?
a. yes

b. somewhat

8. What was your favorite thing about this online course?

9. What was the hardest thing about this online course?

10. Is there anything in the course that you would change?

Survey for SME

c. no

1. After completion of the online course on word problems, do you think all content
was present and given to the learner in a sequence that was appropriate? If no,
please explain.
2. Did the objectives set out in the online course conform to ISTE Standards,
covering all information needed to be presented set forth by Georgia?
3. Were principles of UDL apparent in the content of the course? If no, which areas?
4. Were the assessments in the module relative to each lesson that was taught?
5. Should anything be added or taken away from the online course?
6. What are your suggestions to make this online course better for the learners or for
the teacher?

After the students have taken their surveys, I will look at the surveys using qualitative
analysis for each question. Also, I will take a look at what the SME (myself or future
teachers of this course) stated in the survey. The results from the qualitative analysis and
feedback from the SME will drive any corrections, amendments, or augmentations
necessary for a more effective online course.