CC-CLS
EDUC 629
Classical Conversations
Challenge Level Support
Educational Technology Plan 2013-2014
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EDUC 629
Table of Contents
Vision, Mission, and Goals ………………………………………………………………………………………………………………….. 3
Needs Assessment ………………………………………………………………………………………………………………………….…… 4
The Planning Process ………………………………………………………………………………………………………………………….. 5
Local Strategies and Measures …………….………………………………………………………..……………………… 6
Environment ………………………………………………………………………………………………………………………….. 6
Engagement ………………………………………………………………………………………………………………………….… 6
Application Tools …….……………………………………………………………………………………………………….……… 6
Results ………………………………………………………………………………………………………………………………….. 7
Implementation: Timetable and Budget for Goals, Objectives and Strategies ………………………………….. 7
Sample Lesson Plans …………………………………………………………………………………………………………………………….8
Executive Summary …………………………………………………………………………………………………………………….………. 11
References ………………………………………………………………………………………………………………………………………….. 14
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Vision, Mission, and Goals of Challenge Level Support
Mission - “To know Christ and make Him known” is the central tenet of a Classical
Conversations education; CLS will coach ways that this can be expressed within the digital life of
millennial students, helping parents train their students in expressing it to their own
generation. The mission of Challenge Level Support, or CLS, is to build a bridge between the
timeless and valuable education of Classical Conversations and the millennial expression of it
through dialectic and rhetorical dialogue and presentation opportunities in a 21st Century
forum online.
Vision - Just as Proverbs 23:3-4 identifies three levels of learning as knowledge, understanding,
and wisdom; classical education calls the stages of learning grammar, dialectic and rhetoric.
The CLS vision for a digital expression of this would involve obtaining information through
online research, publishing what is learned in different formats and blogging, or posting,
learning discoveries and beliefs as rhetorical dialogue and debate. This support will reach the
diverse educational needs within the class through multimedia links and apps that appeal to
various modalities of learning while expanding their expression of biblical and classical thinking
to their online world. “Don’t limit a child to (just) your own learning; for he was born in another
time.” (R. Tagore, )
Goals and Strategies: Using a variety of presentation styles, CLS will appeal to individual
students’ strengths, as well as round out their weakness. This does not seek to merely
accommodate learning preferences; it is designed to get more brain activity firing for all
participating, to increase understanding and learning for everyone. (White, 2012). CLS will
serve as a communication platform and optional auxiliary instruction throughout the week for
the educational support of parents and students extending between Classical Conversation’s
classroom days.
Goal - Teach and practice online relational skills and responsibilities through participation in a
virtual class forum as part of a blended education.
• Facilitate communication and collaboration 9-12.TC.9,6,4; 9-12.DC.3;9-12.CC.1-6
• Teach digital citizenship 9-12.1-6; 9-12.CC1-5
Goal - Teach and practice learning skills with digital tools and information in support of current
educational goals and curriculum.
• Coach online research and information fluency 9-12.RI.1-8; 9-12.DC.1,5,6
• Exercise technology operations and concepts 9-12.TC.4,6-8,10,12,13
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Needs Assessment
Strengths – What are the current strengths? The current strengths of Classical Conversations
Curriculum, which CLS seeks to support, is in the development of critical thinking skills and the
application of verifiable faith in Christ in all subject matter. The challenge level students are guided into
greater levels of independent and parent-led learning appropriate to participation in an online group
between classes.
Weaknesses – What are the current weaknesses? Only minimal support for digital research and
instruction are inherent in the curriculum. Students could benefit from multimedia choices that provide
the opportunity to learn through auditory and visual means, site links that support research topics,
teach digital citizenship, and publishing and presentation formats to apply learning. Rhetoric is currently
practiced only one day per week and could be increased to multiple days via online chat. Collaborative
learning and socially mediated learning is not available for students, just for parents.
Opportunities – What are the future opportunities? CLS would like to set up a through-the-week
support system with a variety of auxiliary supports to encourage greater individualized instruction. Tech
use in and out of class will increase presentation skills and variety, increase digital fluency, utilize
individual strengths and promote collaboration between students in the class. CLS will offer instructor
development at practicums and build an educational technology consulting relationship with the
Challenge Level tutors of Classical Conversations across the nation.
Threats – What threatens those future opportunities? Geographical distance of classes and training
relies on centralized company communication. The only way this will enhance CC and impact its
program locally or nationally is for the owners to be on board with its implementation and facilitation.
The high number of CC campuses across the nation may require more educational technology
consultants.
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The Planning Process

This document represents planning completed alone as I consider what may be appropriate to
propose in an initial interview.

The next step would be to present and discuss this plan in an initial interview with corporate
Classical Conversations personnel to assess the compatibility of this blend of classical education
and technology. This will occur, hopefully, May 2013.

Subsequently, the approved/revised version will guide the beta project for one calendar school
year adjusting with approval as improvements are discovered. Online classroom development
will occur during Summer 2013.

Fall 2013/Winter 2014 will utilize the blended learning environment with the Brighton, MI
Challenge B students.

May 2014, a professional arrangement can planned and agreed upon for professional
development of other tutors, company branding of the technology component, and
implementation on other CC campuses.
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Local Strategies and Measures





Set up a virtual classroom with student and parent access that includes asynchronous
chat.
Use separate tabs for logic, rhetoric, grammar, debate, exposition, and research.
“Flip” some of the seminars to allow class time for digital fluency practice as a class.
Offer sessions in practicums to train other challenge tutors.
Offer educational technology consulting for other campuses after the beta class is up
and running.
Environment
Blended learning
Engagement
Co-op sessions are conducted once per week as trained in practicum with six sessions
running hourly throughout the day. Online support throughout the week will occur
through Edmodo and a variety of links posted there. Rhetorical conversation is
synchronous during class time and asynchronous through posts on Edmodo during the
week.
Application
Tools
Edmodo, Jing, StudySync, Voki and other Avatar creating sites, LogMeIn123 account
Optional Class Ipad,
In-class screen with components to link to laptop or iPad
Instructor laptop
CC curriculum supplies for tutor
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Results
Students will realize greater support in learning, and exercise greater safety while
developing a more positive presence online. The grammar of technology will be learned
and applied in projects through dialectic engagement. The current practice of rhetorical
conversation which they already enjoy will be able to continue throughout the week as
they engage the curriculum. They will also relate their online world in a more integrated
fashion combining social, educational, and professional life (later on) more fluently.
Implementation
Budget
Expenses can be determined at will because beta project tools will be selected as
minimally as possible; many of them are available free online. CC will be asked to
sponsor a StudySync account at 199.00, possibly an iPad at 400.00, (depending on
student BYOD availability,) the capacity to see the online screen in class, (potentially
through an ELMO,) and travel expenses. Alternatively, the instructor will attempt screen
work throughout the week in the virtual portion of the course. Later PD, seminar, and/or
consulting per diem fees can be negotiated.
Timetable for Goals, Objectives, Strategies, and Measures
1. The beta project of CLS will begin in the summer of 2013 as I apply these goals
during a graduate design course.
2. Throughout the school year 2013/14 I will continue to apply coursework to
improve the class site and appropriate technology to the Christian classical
pedagogy in progress.
3. By May 2014 Classical Conversations and Challenge Level Support can evaluate
the value of this type of application and expand as desired. This is when
potential PD will begin as follows:
Professional Development Plan
CLS will create and present sessions at practicums; blog and coach via the social
learning context already present on CC site; and, after the beta project, will allow an
opportunity for Challenge tutor buy-in of educational technology consulting with CLS or
apply for a position creating this company-wide.
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Sample Lesson Plans
Debate Lesson Plan
Title of Lesson: Aristotle’s Three Modes of Persuasion
Topic or Main Idea: Persuasive writing and speech/Current Events and perception of
Arab-Americans
Objectives: Learn Aristotle’s teaching on Ethos, Logos, and Pathos
Standards Used: EEW.9-10.1.a-b. , W.9-10.1.
Materials: http://courses.durhamtech.edu/perkins/aris.html
Assigned text
Three current event links on Edmodo group
Activity: As a class compose an appropriate resolution for debate on Arab-American
relations. Use our current events topic, split up into three groups: E, P, and L to identify
the ethical, pathos, and logical arguments for the resolution.
Assessment: Application of all three during group in-class speech and personal Voki
post
Homework: Write a 3 - 5 min. speech on the current event of choice that includes E, P,
and L. It can be given next week, or recorded and sent the group on Edmodo via your
personal Voki avatar or Jing recording.
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Latin Lesson Plan
Title of Lesson: Latin Paradigm
Topic or Main Idea: 1st conjugation
Objectives: Memorize and apply 1st conjugation of verbs
Standards Used: Std 1.2, 1.3 ; National Standards For Foreign Language Education
Materials: Henle
http://quizlet.com/16277675/lesson-7-grammar-rules-and-paradigms-flashcards/
Voki Avatar post of conjugation for laudo and occupo onto Edmodo group
Example:
"Present, active, indicative mood"
Laudo - I praise
Laudas - you praise
Laudat - he, she, it praises
Laudamus - we praise
Laudatis - you praise (plural)
Laudant - they praise
2nd example, 1st conjugation verb, to show correlation:
Occupo - I seize
Occupas
Occupat
Occupamus
Occupatis
Occupant
Activity: create a cadence as a class for verb conjugation
Assessment: quizlet on Edmodo group site
Homework: page --- in Henle select 5 verbs to conjugate in this form
Study helps in Edmodo flashcards and avatar video
Have their own avatar conjugate and post it to the class.
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Logic/Saxon Math Lesson Plan
Title of Lesson: Box and whisker plots
Topic or Main Idea: Representing descriptive statistics with box and whisker plots
Objectives: Learn to read and create box and whisker plots with a list of numerical data
Standards Used: S-IC, S-ID, S-CP, S-MD
Materials: https://www.khanacademy.org/math/probability/descriptive-statistics/Box-andwhisker%20plots/v/box-and-whisker-plots
Saxon textbook
http://math.andyou.com/tools/boxandwhisker.html
Activity: Watch video, do assignment, select a box and whisker generator to double check work.
Assessment: Test ___, Page _______
Homework: Page ___, numbers _______
Instructions:
Begin by putting the data in order:
Plot the sample minimum (smallest number): Whisker left
Plot the sample maximum (largest number): Whisker right
Plot the median (middle number): middle box line
Plot the first quartile (halfway between the smallest number and the middle number): left box line
Plot the third quartile (halfway between the middle number and the largest number): right box line
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EDUC 629
Executive Summary
"In times of drastic change, it is the learners who inherit the future. The learned usually find themselves
beautifully equipped to live in a world that no longer exists."
—Eric Hoffer
It is true that, in this day and age, change is taking place so rapidly that the world we enter upon
graduation does not resemble the world as it was when we began learning. One way to stay abreast of
change is through the primary agent of it in our society: technology.
According to the National School Board Association, these skills are among several that have been
identified as crucial to future success:

Capacity for continued learning

Cooperation and team building
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Precise communication in a variety of modes

Problem solving with creativity and ingenuity

Generation and organization of A LOT of technologically produced information
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Craftsmanship of products and ideas
These skills are essential to communicating our knowledge and our faith. Collaborative, blended
learning environments foster the development of them better than classes lacking the social
media and technology infused in this project. Begin Slide Show.
“It is time to turn an important corner in Classical Education to take critical thinking into the
future.” [Slide 2]
•
•
•
•
[Slides 3 – 7 here.] “To know Christ and make Him known” is the central tenet of Classical
Conversations curriculum; this should be expressed within the digital life of millennial students.
Challenge Level Support will seek to help parents train their students to build this into their
online life.
Tutors will show how to bridge the timeless and valuable education of Classical Conversations to
the next generation through dialectic and rhetorical dialogue and presentation opportunities in
an online forum.
CLS will reach diverse educational needs within CC classes through multimedia links and apps
that appeal to various modalities of learning.
It will expand their expression of biblical and classical thinking to their online world while
coaching digital citizenship and a positive online presence.
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•
•
EDUC 629
This combination of classical education and millennial digital formatting is what I call Millennial
Classicism.
Teach and practice online relational skills and responsibilities through participation in a virtual
class forum as part of a blended education.
•
Teach and practice learning skills with digital tools and information in support of current
educational goals and curriculum.
•
Assist parents and tutors in digital applications of CC curriculum
[Slide 8] Edmodo has been nick-named the “Facebook” of education. It provides a closed
environment for the class created within it to communicate, collaborate, and follow links for
assigned work. It helps parents, students, and teachers stay coordinated and provides a real
time opportunity to communicate in between classes that are on campus. Edmodo would be
the central hub for the CLS virtual portion of CC for Challenge level students.
[Slide 9] Examples of other tools I would employ are Jing, Voki or other avatar-creating sites,
studysync, and logmeinrescue. Jing is a screen capture program that allows me to tutor through
a video that shows my computer screen while I voice over instructions on how to complete an
assignment or use a piece of software. Avatars are not only fun for presenting coursework, they
also provide a degree of anonymity in online work for underage students, so it is a good practice
to teach for when students launch out into other online endeavors. Studysync provides webbased educational content about literature across subject matter. It assigns peer to peer
reviewing of written responses to literature and other assessment tools that can be customized
or used as provided. Logmeinrescue is a free remote access program that will allow me to
obtain permission to access another person’s computer if they are struggling with technology
and I could be of assistance with using the virtual classroom.
[Slide 10]

I will develop the initial online classroom during Summer 2013. This beta project will guide
a blended format class for 2013/14 school year. Improvements will be implemented,
(with CC approval), as I discover them in my graduate classes.

Fall 2013/Winter 2014 will utilize the blended learning environment with the Brighton, MI
Challenge B students.

May 2014, a professional arrangement can planned and agreed upon for professional
development of other tutors, company branding of the technology component, and
implementation on other CC campuses.
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[Slide 11] Let’s build a positive relationship.
At this point I would love to hear your feedback. I welcome your concerns and proposals to adjust this
plan however you see fit to make it blend well into the curriculum. (I have not seen the actual
curriculum; only a catalog and your website.) It is my desire to serve the CC community for the
remainder of our children’s home education, at least, and to capture your vision of classical education to
launch it into the next generation.
Technology standards and goals
In the beginning of this technology implementation plan, I was careful to include the MI technology goal
standards for the record because the initial classroom selected for the beta project is in Brighton, MI.
However, educational technology is best expressed through an organization call the International
Society for Technology in Education, or ISTE for short. Their standards are eloquently worked out in a
document called “NETS” or National Educational Technology Standards and these are the gold standard
in the profession of educational technology. I have included them in this plan and will continue to be
guided by them. They all fall under one of five headings:
1. Facilitate and Inspire Student Learning and Creativity – This is where the goals are about
how the instructor promotes and models the exploration of real world issues through
collaboration and proper tools both in face-to-face contact and in virtual environments.
2. Design and Develop Digital Age Learning Experience and Assessments – Here the goals
incorporate digital tools into a learning model which personalizes learning and teaches
students to apply their own learning strategies and goal-setting with self-assessment
and organizational tools.
3. Model Digital Age Work and Learning – ISTE encourages classroom experiences and
assignments that prepare students to work in innovative and global professional
environments.
4. Promote and Model Digital Citizenship and Responsibility – This section covers legal,
responsible, safe, and ethical behavior online, paving the way for students to know how
to create a positive digital footprint of themselves for interacting with the world, (and, I
would add, reaching it with the unique impact of Christian classical thinking.)
5. Engage in Professional Growth and Leadership – The fifth set of goals are about the
teacher modeling, leading others in best practices of the trade, and continuing in selfeducation and personal growth. It includes keeping our vision current and staying
abreast of research on the most effective use of technology in the community.
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References
Bonk, C. (n.d.). Retrieved from http://trainingshare.com/keynotes.php
Bortins, L. Classical Conversations. (2012) Retrieved from
http://www.classicalconversations.com/common/cc-101
Dunn, R. (2013, April 12). Interview by D.L. White []. Technology Implementation planning.
Emerging learning technologies. (March 2013) Retrieved from http://r685glossary.shutterfly.com/
Introduction to technology and diversity.(n.d.) PowerPoint presentation, Liberty University.
http://bb7.liberty.edu/bbcswebdav/courses/EDUC629_D01_201320/module01_introduction/module01
_introduction_controller.swf.
"ISTE | NETS Teacher Standards 2008." International Society for Technology in Education | Home. N.p.,
2007. Web. 2 May 2013. <http://www.iste.org/standards/nets-for-students/nets-student-standards2007.aspx>.
National School Board Association (n.d.) Education Leadership Tool Kit: Change and Technology in
America’s Schools http://www.nsba.org/sbot/toolkit/esskls.htm
Missouri Department of Elementary and Secondary Education. (Feb. 7, 2013) Six-Step Process in Creating
a Technology Plan http://dese.mo.gov/divimprove/instrtech/techplan/gettingstarted.htm#GUIDING
QUESTIONS
Presentation-Differentiated Instruction PowerPoint presentation. Liberty University EDUC629
http://bb7.liberty.edu/bbcswebdav/pid-20098071-dt-co ducation ntent-rid138714857_1/courses/EDUC629_D01_201320/presentation_differentiated_instruction/presentation_di
fferentiated_instruction.swf
Romiszowski, R. J.(Jan-Feb 2004) How’s the E-learning Baby? Factors Leading to Success or Failure of an
Educational Technology Innovation Educational Technology, Volume 44, Number 1, pp. 5-27.
Spector, J., Merrill, M., Van Merrienboer, J., & Driscoll, M. (2008). Handbook of research on educational
communications and technology. (3 ed.). New York, NY: Routledge
2010-2015 Educational technology plan for Virginia. (n.d.). Retrieved from
http://www.doe.virginia.gov/support/technology/edtech_plan/plan.pdf
2009 Michigan Educational Technology Standards for Students http://www.michigan.gov/documents/912_150927_7.pdf
White, D. (2012) Purpose and Plan: An Educational Philosophy, Liberty University Online
White, D. (2013) Philosophy of Educational Technology, Liberty University Online
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