| Aspect 1 - Syntax |
| Learning Goals |
Instructional Strategies |
Instructional Actions |
Student Activities |
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1. Install and register and set preferences in gradebook program 'MicroGrade 6.0.2'
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Demonstration - modeling |
pre-training use of MicroGrade email and communication feature to expose Teachers to uses as if they were a student. Reminder notices of training and 'bogus' class grades for staff is sent out via MG communication process. (email) |
open and view email from instructor 'Sir Winsalot' (school mascot). Reply to email. |
| Guided practice |
Training install and register is 'walk through' step by step |
follow step by step instructions on software installation, registration. Follow steps of programs setup wizard - following demonstration - with guided practice and step by step manual. |
| Independant practice (facilitated) |
Installation on own teacher workstations and home computers is done independantly. A click by click manual with screen shots is provided for facilitation. (passed out in training for notetaking if needed/preferred) |
Software installation and registration independantly (post training).
if needed - refer to click by click manual with screenshots.
email for assistance if needed.
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| 2. Successfully access and download student demographic data from ESC Region X |
Demonstration - modeling |
Demonstration of accessing Region X data and downloading it to desktop. (AverKey w/ TV) |
observe steps and make notes in provided handout (manual) if needed/preferred. |
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Guided practice |
talk through step by step of first class start to finish |
follow step by step instructions to access and download class data from Region X following instructor/manual step by step. |
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Independant practice (facilitated) |
teachers continue and repeat steps for each course/section independantly - during training. Most teachers have 4-6 course/sections |
Repeat process independantly until all course/sections have been saved to desktop. |
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| 3. Successfully format Region X data into a text file (tab delimited) using MS Excel that is compatible with MicroGrade |
Demonstration - modeling |
Demonstration of opening saved data files on desktop with MS Excel and saving in tab delimited format |
observe steps and make notes in provided handout (manual) if needed/preferred. |
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Guided practice |
talk through of process step by step, click by click |
follow step by step instructions to open MS Excel, open saved data files on desktop, save file as text - tab delimited. |
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Independant practice (facilitated) |
teachers continue by repeating process until all courses/sections have been completed. |
repetition of process independantly until all courses/sections are completed |
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| 4. Successfully import text file into MicroGrade software for use in electronic gradebook. |
Demonstration - modeling |
Demonstration of importing student data |
observe steps and make notes in provided handout (manual) if needed/preferred. |
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Guided practice |
step by step talkthrough of import process |
follow step by step instructions to use import feature of MicroGrade software to import student data from text - tab delimited files. |
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Independant practice (facilitated) |
teachers repeat process independantly until all courses/sections completed |
repetition of process independantly until all courses/sections are completed |
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| 5. Save files to 3.5" floppy disk for use with teacher workstation during 3rd 6 weeks period. |
Demonstration - modeling |
Demonstration of copying files from MicroGrade 6.0.2 folder to floppy A 3.5" drive diskette |
observe steps and make notes in provided handout (manual) if needed/preferred. |
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Guided practice |
step by step talkthrough of process |
follow step by step instructions to save files to diskette |
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Independant practice (post training) |
teachers reverse process to transfer files from 3.5" disk to MicroGrade 6.0.2 folder on their own workstations. Process can be repeated as needed to move gradebook files and make back-up disks |
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| Aspect 2 - The Social System |
| Teachers are required to be at this training. The staff is professional and used to learning in this setting. The teachers and staff will need to observe demonstration, follow guided practice, and then work independantly to complete each step. The lab is set up so that the teachers are able to help each other - especially those on either side of them - and it is encouraged during the guided practice and independant practice. Because the training is done during team conference times - each group of learners is very familiar with each other and their strengths/weaknesses. They are used to working as a team and helping each other. |
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| Aspect 3 - the role of the instructor |
| Before training I am a propoganda agent. I use the software tools I will be teaching to contact the staff with promotional blurbs as a hook - and a demonstration to peek their interest.
During training I am a demonstrator (instructional expert), a guide (dual-centered tasks), and a facilitator (support and re-enforcement).
I am also thier peer. I am not the official technologist, (not even a dept. chair), for the campus and use the software in my classes for the same reasons and tasks they will be.
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| Aspect 4 - The support System |
| Me, and each other. The software comes with its own pdf manual (Mac screenshots though). I have created a manual for everything included in the training and will be putting out 'tips of the week' 2-3 page mini-manuals with screenshots for different features of the software. This will be distributed via e-mail. Email support by me or other staff members is available always. Software installation disks are in the library for checkout. |
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