Grant Assignment

Wausau School District

UWSSLEC Consortium

Paula Hase

Heidi Nowicki


December 4, 2013
Differentiation through Screencasting
Grant writers: Heidi Nowicki and Paula Hase

District name: Wausau School District
Administrator: Dr. Brad Peck

Demographics / Size of District: The Wausau School District is in an urban/rural setting. It serves students from four-year-old
kindergarten through grade twelve. The Wausau School District serves approximately 8500 students with a 29.7% minority
enrollment, 49% free and reduced lunch, and 12.9% disabled. The mission of the Wausau School District is to advance student
learning, achievement and success.

Schools: (numbers and levels):
Elementary: 15
Middle school: 2
High school: 2
Charter: 3

Grant Summary:

Screencasting has been around for almost 20 years, but it has not always been as easy and accessible to the average user. Screencasts
have become increasingly popular because they are fun to create and allow for anytime, anywhere learning. They allow teachers and
students to expand their reach beyond the classroom and meet the needs of all learners. With a little planning through storyboarding,
teachers can showcase lessons and more importantly, students, can showcase their learning. These productions can then be posted for
all to see on a wiki, blog, Edmodo, or YouTube for students to stream to their devices. No matter what sharing method is used,
student engagement will increase as they create and view screencasts on pertinent learning targets from their classroom.
Screencasting allows students who struggle the opportunity to review key concepts they need reinforcement on as well as show
mastery of student learning objectives. For advanced students, the planning and collaboration needed to create a screencast fosters the
21st century skills of critical thinking and problem solving, decision making, and effective oral communication. Through the access to
multiple screencasts on the same topic produced by teachers and students alike, digital differentiation is achieved to maximize the
learning 24/7 for all students.

Needs identified
(Student achievement, problem identified in
Tech Plan, why this grant could help)

Data that Supports Need
Grant Goals
(2-3 goals)
(based on needs)
Grant Objectives
(1-3 per goal)
(measurable, used to
accomplish goals)
Actions to Accomplish
Objectives
(translates into
implementation plan)
According to the ISTE NETS for Teachers
Index given to East staff in the spring of 2013,
only 14% of staff are advanced in designing
and developing digital-age learning
experiences and assessments. 52% are
proficient but 34% perceive themselves as
below proficient in this category.
Increase teacher knowledge
and pedagogy of flipped
education and blended
learning.
Shift the role of
teacher from
presenter to
facilitator.

Design 3-5 lessons
that are supported by
a screencast.
Inservice staff on Flipped
Education and blended
learning and the advantages
and disadvantages of flipped
education and blended
learning.
According to the NEXT Generation
Assessment in Technological Knowledge given
in the spring of 2013, over 80% of staff believe
they do not have the training and
understanding to create an online course at
their grade level.
Extend the
classroom beyond
the brick-and-mortar
classroom to 24/7
access.
Train teachers on how to
develop a Moodle or Google
site to host their class content.
According to the NEXT Generation
Assessment in Access to Technological
Resources given in the spring of 2013, only
23% of staff feel they have access to
instructional technology support and staffing.
76% believe they only have coaching and
support with technology sometimes or seldom.
Transition the classroom
environment from face-to-
face to elements of blended
learning to meet the needs of
all learners through
differentiated digital
screencasts.
Provide support
through face-to-face
training in
screencasting
techniques.

Differentiate lessons
to best meet the
needs of all students,
no matter what their
level.
Train teachers in how to use
screencast-o-matic,
Quicktime, and elements of
YouTube to create their own
videos.
According to the NEXT Generation
Assessment in Pedagogical Knowledge given
in the spring of 2013, only 25% of staff use
technology to differentiate instruction for
students with different learning needs. 58%
occasionally do with 17% never differentiating
insturction by using technology.
Create short, informative
videos that differentiate in
the delivery and instructional
level of the lesson by
developing multiple versions
of the same lesson.
According to the NEXT Generation
Assessment in Pedagogical Knowledge given
in the spring of 2013, only 29% of staff assign
projects where students use technology to solve
problems. 58% of staff occasionally assign
problems where students use technology but
14% never assign projects that use technology
to solve problems.

According to the NEXT Generation
Assessment in Pedagogical Knowledge given
in the spring of 2013, Teachers rarely allow
students to use technology to demonstrate their
understanding of a curriculum objective. Over
50% allow this type of understanding once a
semester or less with 36% allowing this type of
demonstration once a month.
Assess student
learning through a
student produced
screencast or video.
Train students in how to use
screencast-o-matic and
elements of YouTube to
create their own videos.

Identified Need: Teachers need to design and develop digital age learning experiences.
Goal 1: Increase teacher knowledge and pedagogy of flipped education and blended learning.
Objective 1.1: Shift the role of teacher from presenter to facilitator.

Activity Person
Responsible
Timeline Evaluation
Tool
Resources Budget
Train librarians through DPI Travel Costs:
6 Hotel Nights, Madison $170 each
$1020
Meals for 3, three days ($35 per day, per person)
$315
Mileage for Madison Trip (.55 per mile x 155 miles)
$85.00

3 librarians Fall 2013 DPI $1450
Inservice and introduce staff on Flipped Education and
blended learning and the advantages and disadvantages of
flipped education and blended learning.
3 librarians January
2014 staff
meeting
survey preparation
time

$30 x 3 X 3
= $90
$270

Objective 1.2: Extend the classroom beyond the brick-and-mortar classroom to 24/7 access.

Train teachers on how to develop a Moodle or
Google site to host their class content.
3
Librarians
February-
March
On-line class site Trainer Preparation
Time: 24 hours x
$30 X 3 = $4320
4 weeks of 2 hours
of professional
development time.
$18 x 4 x 12 staff =
$864
$3024
Work collaboratively with teachers to create their site
and host content. Incorporate opportunities for
On-line class site

6 weeks of 2 hours
of professional
$2592
collaborative learning on-line. Develop rubrics of
best practice surrounding screencasting OUTSIDE
OF SCHOOL.
Lessons
incorporating on-
line collaboration

Rubric
development time.
$18 x 24 x 12 staff
= $5184

Substitute Teacher Salaries to Support Staff
Development DURING SCHOOL.
3 days (9 staff members x $100 substitute
pay) Intel Training $2700
3 days (2 x classroom staff members) Madison
Conference $600
3
Librarians
February-
March
Lessons, Journal $3300


Identified Need: Teachers need to embrace technology to assist with differentiating instruction to meet the needs of all learners.
Goal 2: Transition the classroom environment from face-to-face to elements of blended learning to meet the needs of all learners
through differentiated digital screencasts.
Objective 2.1: Differentiate lessons to best meet the needs of all students, no matter what their level.

Activity Person
Responsible
Timeline Evaluation Tool Resources Budget
Create short, informative videos that
differentiate in the delivery and instructional
level of the lesson by developing multiple
versions of the same lesson.

individual
teachers
Spring
2014
Rubric on best
practice in
screencasting
Track hits through
a counting widget.
Trainer Support Time:
12 hours x $30 = $720

12 weeks of 2 hours of
professional
development time.
$2952





$18 x 12 x 12 = $5184 $2592
8 MacBook Airs @
$1199 each
$9592
8 Point 2 View (P2V)
USB Document
Cameras @ $69 each
$552


Objective 2.2: Assess student learning through a student produced screencast or video.


Train students on how to develop a
Moodle or Google site to host their
class content.
Librarian February-
March
Best Practice rubric on
screencasting
In-class activity with
flexible scheduling of
classes
$0
Collaborate with teachers to design a
project based unit utilizing Moodle
or Google Sites
Librarian Summer
2014
Rubric development
Project based unit
incorporating an on-line
end product.
Trainer Support Time: 6
hours x $30 = $180

2 weeks of 6 hours of
professional development
time.
$18 x 12 x 12 = $2592
$2772
Total: $29,456


Section I Description of Need

As education evolves due to technology, best practices also evolve. Student use of smartphones
and other devices creates a world rich in on-demand information-seeking, but traditional
classroom structures thwarts student attempts to build information relevancy outside of the 8a.m.
- 3 p.m. school day.

Helping to build blended learning opportunities, particularly in the use of screencasting, would
assist the staff of Wausau East better reach the students and address instructional shortcomings
outside of the classroom.

Though screencasting has been around for almost 20 years, it has not always been as easy and
accessible to the average user. User discomfort with creating software and new instructional
formats create a barrier to implementation. Due to the explosion of social networks and easily
accessible instructional videos on such formats as YouTube.com, TeacherTube.com, and Kahn
Academy, however, the use of format and its relevancy are less mysterious. Regardless, the gap
in understanding the value of the format and proper steps for implementation still exist.

With a little planning through storyboarding, both teachers and students can benefit: teachers can
showcase lessons, and students can showcase their learning. These productions can then be
posted for all to see on a wiki, blog, Edmodo, or YouTube for students to stream to their devices.
No matter what sharing method is used, student engagement will increase as they create and
view screencasts on pertinent learning targets from their classroom. At Wausau East we have
fully integrated classes with various levels of students due to language barriers, education, and
poverty. Screencasting allows teachers to address students through more than a sage-on-the-
stage approach and individualize instruction.

Moreover, screencasting allows students who struggle the opportunity to review key concepts
they need reinforcement on as well as show mastery of student learning objectives. Using the
model of Blooms Taxonomy for digital relevancy, we propose that the highest level skills will
be engaged with student screencasting creation; in addition, students will be able to use the
various other levels of thinking skills when observing and reflecting upon their classmates work.
For advanced students, the planning and collaboration needed to create a screencast fosters the
21st century skills of critical thinking and problem solving, decision making, and effective
oral communication. The Partnership for 21st Century Skills emphasizes the importance of
these skills, which are also central to Common Core and American Association of School
Librarians educational targets. Through the access to multiple screencasts on the same topic
produced by teachers and students alike, digital differentiation is achieved to maximize the
learning for all students

A screencast allows teachers to easily differentiate their lessons to best meet the needs of all their
students, no matter what the level. These differentiated lessons can transform teaching and
learning in the classroom environment by engaging students at their point of need. Making a
screencast using QuickTime Player on a MacAir and a document camera is a great way to create
short, informative videos. This concept can be applied to all subject areas to differentiate the
delivery and instructional level of the teacher's lesson.

Screencasts can be used for any grade level in any content area. For example, math teachers can
model their thinking on how to solve a problem using QuickTime and a document camera. As
the teacher thinks aloud, he/she reveals the thought process used by an expert in the subject. This
overt modeling is essential for struggling learners. In addition, math students can scribe their
thinking when solving a multi-step math problem. They can narrate their mathematical
metacognition by voicing their strategy, misconceptions, and steps towards a solution. In
science, students can take a photo of their experiment, a phenomenon they see in the world
around them, or download a picture from the internet. They can then annotate the picture and
narrate their scientific thinking, questions, and realizations about the image

In each of these examples, teachers and students can then post their screencasts for others to
view, comment on, and learn from. As a result, the classroom community has extended beyond
the brick and mortar wall of Wausau East and can now include the minds and curiosities of
students from across the river like Wausau West, or even across the globe. In this highly
connected world, students can teach one another without borders.

Video differentiation can be very powerful, but it is extremely effective if students are the
creators of the videos. For teachers with academically gifted students, students can create a
lesson to help their peers. The teacher provides the student with the rubric to assess their
instructional video and have them storyboard their lesson. Students then use that lesson plan to
create an instructional video that can be shared with their peers. I believe we will be pleased by
how easily a student can take a state standard and write an amazing lesson that their peers will
understand.

Also, students can create their video and then watch another student created video with either an
on-level partner or a scaffolded support partner. Students then watch their partner's video and
respond with their thoughts. We will develop a rubric or a set of guiding questions to grade this
peer-assessment or simply use this strategy to foster a higher level of student self-efficacy.
Valid and reliable assessments are an integral part of a comprehensive instructional program. As
we move towards an increased awareness of accountability, teachers will be looking for ways to
document growth of student learning objectives. Gathering accurate data helps teachers measure
growth and informs future instructional decisions. When screencasts are used as formative and
summative assessments, screencasts allow teachers to provide appropriate interventions during
the instructional process and measure student's knowledge and overall understanding of a
concept. Rubrics can also be used for students to self-assess, reflect, and monitor progress on an
assignment.

Last, teachers across the country are finding students prefer screencasts as a method of learning
course material because they can refer back to the material at a later time. Teachers are
essentially cloning themselves and providing on-line support 24/7. If the screencasts are used
within face-to-face classroom time, they can help reduce the student-teacher ratio in the
classroom and extend the effectiveness of every instructional minute. Using screencasts helps
change the role of the teacher in the classroom and will move the classroom away from the
traditional teaching and learning paradigm. Teachers become a facilitator of instruction, while
also providing small group instruction that is student-centered and personalized to address the
needs of all learners.

Section II Planning and Partnerships

Teachers Involved:
Wausau East, Wausau West, and Horace Mann Math and Science will employ screencasting to
improve classroom effectiveness. Once their individual capacity is built around screencasting,
they will share their findings, successes and barriers, with the rest of the East staff.
Teachers in the math and science areas have agreed to work with the librarian, who will act as
project facilitator, during the next year to investigate the potential influence of screencasting on
student achievement. Working throughout the year, teachers will create their own screencasts as
well as work with the librarian to develop a system to archive the videos created. Some of the
teachers use Moodle; some use Google sites. The group will work together to find a viable,
efficient solution for each teacher. Students, too, will be able to post their screencasts under the
appropriate areas for reference and review. Parents can also be included in the learning by having
them view student created videos once they are embedded in a virtual environment.

Paula Hase: Librarian & Project Facilitator
Sue Engel, Librarian Horace Mann
Susan Oberbeck, Librarian Wausau West
Connie Farmer/Jake Engel: Chemistry
Beth Oestrich: Advanced Math/Statistics
Eric Watson: Algebra I/Advanced Math
Doris Martin/Betsy Stangle: Algebra I/Algebra 2IB
Brain Bigey/Ken Zoromski: Algebra II/Geometry
Tom McCormick/George Adams: Geometry IB/IB Project

Section III. Goals, Objectives and Activities
GOAL: Transition the classroom environment from face-to-face to elements of blended learning
to meet the needs of all learners through differentiated digital screencasts.
Objective One: Differentiate lessons to best meet the needs of all students
Objective Two: Create short, informative videos that differentiate in the delivery and
instructional level of the lesson by developing multiple versions of the same lesson
Objective Three: Assess student learning from the screencast
Objective Four: Shift the role of teacher from presenter to facilitator

CURRICULUM ENHANCEMENT:
International Society of Technology Education (ISTE) and Library/Math/Science Objectives Met
Through Screencasting:
1. Use technology tools and online environments to create and share information.
2. Combine ideas and information to develop and demonstrate new understanding.
3. Organize information in a logical sequence.
4. Develop a formal outline or storyboard.
5. Create a product that clearly expresses ideas.
6. Use appropriate resources and technology in creating products.
7. Revise and refine as necessary.
8. Present, perform, or share information and ideas successfully.
9. Evaluate product or presentation.
10. Foster a positive online reputation and abstain from inappropriate or illegal online
behavior.

Common Core Objectives met by project
1. CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.
2. CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.
3. CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of
others.
4. CCSS.Math.Practice.MP4 Model with mathematics.
5. CCSS.Math.Practice.MP5 Use appropriate tools strategically.
6. CCSS.Math.Practice.MP6 Attend to precision.
7. CCSS.Math.Practice.MP7 Look for and make use of structure.
8. CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning.

The Wausau East librarian is the building leader who acts as both classroom teacher and who
works with individual teachers to teach and reinforce informational literacy standards and as a
leader in technology integration, providing the vision and leadership to assist teachers with
classroom technology integration. This effort will allow her to affect the learning dynamics of
the math and science departments, academic areas not as easily reached by the librarian. she will
be the anchor to this screencasting integration.

The librarians plus one key member from each math and science will attend a DPI-sponsored
event in Madison to help frame the specific program at Wausau East. Using this information,
these team members can create the structure for the Intel context within their school and
departments.

Staff members will orient themselves to blended learning by using the Intel Series Training by
blended learning. This course will allow staff members to learn about the different facets of
blended learning, and see in greater detail how screencasting and flipped classes benefit students.
Modeling screencasting can promote technological integration as well as digital citizenship
outside of traditional library venues. Math and science students will learn about creating a
positive digital footprint as they publish their work online. Common Core standards that go
beyond Math standards can also be reinforced as storyboarding is used by students to draft out
their thoughts and ideas in advance of their screencast production.

The librarians will spearhead the screencasting efforts and will not only be the go-to person to
educate and connect staff and students with screencasting, but also the contact organizing and
implementing the training essential for project success.

On the Wausau East Technology Google Site, the librarian will offer continued support and
tutorials for seamless implementations for staff to improve their comfort level with the
technology. Moreover, screencasting helps her reach a larger audience beyond East's walls.
Last year, East offered a Tech Demo Nite for community members, teachers, and parents to
attend. Teachers across the disciplines showcased a piece of technology they integrated into their
classrooms. I am hoping our screencasts will not only educate our students, but also Wausau East
parents. As the staff gains experience with screencasting, the librarian will start to archive videos
not only from the Math and Science areas, but technology also. This process has already started
as pertinent videos have been saved on a Wausau East Digital Technolgies Google site at
https://sites.google.com/a/wausauschools.org/wausau-east-library-digital-technologies. In the
future, this training can be extended to parents in a face-to-face or virtual venue after school!

EVALUATION:
The librarian will catalog and then track the circulation statistics of the MacBook Airs and the
document cameras. We will also develop a website that curates the videos and embed a widget
that counts the page visits. We can also view statistics on the most popular videos and include in
the grant summation. Last, we can develop and administer a Google Form survey that evaluates
student engagement and perceptions towards screencasting. As we prepare our first round of
students to take the new state assessment, screencasting will allow students the opportunity to
advocate for themselves. They control some of the curriculum and can decide whether or not to
fast forward, pause, or rewind the video. The pacing will instill the positive attributes we want
our students to possess with lifelong learning: persistence, reflection, and motivation.

Section IV Budget and Funding Strategies
The monies will be used to purchase four MacBook Airs and four Point 2 View (P2V) USB
Document Cameras. Department leaders and the Library Media Specialist will attend the
information conference in Madison, and select teachers will receive Intel training. Targeted
teachers will be introduced to screencasting through Intel Training and start to use the
instructional practice and build their capacity as an end user. The Library Media Specialist will
work with teachers and provide professional development in how to write, create, and
post/embed the screencast. We will also work on curating the videos either on a Moodle site or
on a Google site.


Budget Total: $29,456
See above for budget breakdown.



Appendix A

References
AASL Learning Standards http://www.ala.org/aasl/standards-guidelines. Accessed 11-19-13.

Blooms Digital Taxonomy. Educational Origami.
http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy. Accessed 11-19-12

Common Core State Standards. http://www.corestandards.org/ Accessed 11-18-13

Framework for 21st Century Learning. Partnership for 21st Century Skills. http://www.p21.org/
Accessed 11-18-13
ISTE Standards https://www.iste.org/standards. Accessed 11-19-13
Ruffini, Michael. Screencasting to Engage Learning.
http://www.educause.edu/ero/article/screencasting-engage-learning. Accessed November 20,
2013

Zeiller, Michael. Supporting a Blended Learning Course by Podcasting.
http://www.editlib.org/p/32554 .Accessed November 19, 2013.


Appendix B

Intel Course Information Teach Elements
Designing Blended Learning Course Description
Designing Blended Learning is an e-learning course for teachers that explains and demonstrates
blended learning with interactive activities and locally relevant classroom examples. The course
helps teachers transition to blended learning experiences and provides the background rationale,
planning strategies, and suggested technology tools. It offers suggestions for assessing student
learning in a blended course and managing the day-to-day blended environment. The course
provides five hours of e-learning with 10-15 hours of application work. Facilitated courses range
from 20-30 hours. The course can be delivered in flexible formats:
facilitated online
F2F
hybrid.

Module 1: Blended Learning Overview
In this module, participants gain an overview of blended learning and why it makes sense for
21st century learners. Participants explore features of blended learning and see many
examples of blended learning experiences. Participants are also introduced to the continuum
of blended learning to understand the range and flexibility of models as they begin to
consider how to transition to a blended learning environment.
Module 2: A Blended Learning Framework
In this module, participants learn about the steps they need to take in order to plan effective
blended learning experiences for their students, whether they are experienced at using
technology in the classroom or just beginning to incorporate online and offline technology
into their instruction.
Module 3: Tools and Resources for Blended Learning
Module 3 explores how technology fosters student communication and learning in a digital
environment. Participants learn about specific tools and how they can become integral
components of a blended learning classroom. Participants also explore professional resources
to support and enhance teaching in a blended learning environment.
Module 4: Assessment and Blended Learning
Module 4 explores the role that assessment plays in a blended learning environment.
Participants learn about both online and face-to-face assessment that will enhance student
learning.
Module 5: Blended Learning Implementation
Module 5 presents important considerations when implementing a blended learning
environment. Participants explore practical methods for supporting and preparing both
students and parents for their transitioning roles. Participants also learn about classroom
management strategies that support active learning in a blended classroom environment.




Appendix C
Screencasting to Engage Learning
by Michael F. Ruffini

Key Takeaways
Screencasts can provide learners a student-centered and engaging learning experience
in both distance and traditional learning settings.
To align screencasts with lesson objectives, goals, assessment practices, and standards,
instructors can create their own screencasts rather than searching through the
thousands of educational screencast videos on the web.
Good educational screencasts depend not only on thorough planning but also on
thoughtful and careful editing to re-sequence lesson elements, eliminate awkward and
unnecessary portions, and craft a focused, easy-to-follow presentation that uses students'
time efficiently.


Appendix D Wausau School District NGA Teacher Assessment




Appendix E

Wausau School District NGA Survey Results