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Aspect 1: The Syntax |
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Learning Goals
1. Teachers will use basic features of online gradebook
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Instructional Strategies |
Instructor Actions
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Student Activities
Modification:Learners will help partners sitting near
them as needed.
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Instruction/
Demonstration
Active Learning |
Demonstrate and model how to
modify and edit classes. Demonstrate how to turn on all class
preferences and then turn them off to decide which preferences
to use. After Think - Pair - Share activity, demonstrate how
to split classes. Allow classroom teachers time to setup this
section of the gradebook as they need. Monitor and offer individual
help as needed when classroom teachers are setting up this
section in their gradebook. |
Learners will listen and watch attentively.
Learners will follow steps shown to set their own gradebook
up as needed. |
Instruction/
Demonstration
Active Learning |
Demonstrate and model how to
modify and edit categories. Demonstrate how to turn on all
category preferences and then turn them off to decide which
preferences to use. Model how categories weight averages by
giving 2 examples of 50% on each category and a blank% on
each category. Discuss dropping lowest grades with classroom
teachers. Allow classroom teachers time to setup this section
of the gradebook as they need. Monitor and offer individual
help as needed when classroom teachers are setting up this
section in their gradebook. |
Learners will listen and watch
attentively. Learners will follow steps shown to set their
own gradebook up as needed. |
| Instruction/
Demonstration
Active Learning |
Demonstrate and model how to
modify and edit assignments. Demonstrate how to turn on all
assignment preferences and then turn them off to decide which
preferences to use. Point out the check spelling button and
change date button. Allow classroom teachers time to setup
this section of the gradebook as they need. Monitor and offer
individual help as needed when classroom teachers are setting
up this section in their gradebook. |
Learners will listen and watch
attentively. Learners will follow steps shown to set their
own gradebook up as needed. |
Instruction/
Demonstration
Active Learning |
Demonstrate and model how to enter
grades using both assignment/grade section and grade all section.
Demonstrate how to turn on all grade preferences and then turn
them off to decide which preferences to use. After Think - Pair
- Share activity, demonstrate how to give all students the same
grade for an assignment. Allow classroom teachers time to setup
this section of the gradebook as they need. Monitor and offer
individual help as needed when classroom teachers are setting
up this section in their gradebook. |
Learners will listen and watch attentively.
Learners will follow steps shown to set their own gradebook
up as needed. |
Instruction/
Demonstration
Active Learning |
Demonstrate and model how to create
and edit comments. Demonstrate how to turn on all comment preferences
and then turn them off to decide which preferences to use. Demonstrate
how to create templates for comments. Allow classroom teachers
time to setup this section of the gradebook as they need. Monitor
and offer individual help as needed when classroom teachers
are setting up this section in their gradebook. |
Learners will listen and watch attentively.
Learners will follow steps shown to set their own gradebook
up as needed. |
Instruction/
Demonstration
Active Learning |
Demonstrate and model how to modify
and edit attendance. Demonstrate how to turn on all attendance
preferences and then turn them off to decide which preferences
to use. Stress that attendance will be taken during 2nd period
class. Allow classroom teachers time to setup this section of
the gradebook as they need. Monitor and offer individual help
as needed when classroom teachers are setting up this section
in their gradebook. |
Learners will listen and watch attentively.
Learners will follow steps shown to set their own gradebook
up as needed. |
Instruction/
Demonstration
Active Learning |
Demonstrate and model how to view
reports. Demonstrate how to turn on all report preferences and
then turn them off to decide which preferences to use. After
Think - Pair - Share activity, demonstrate how set preferences
for a 3-week progress report printed from the Summary report.
Demonstrate how to turn off the header and footer before you
print a report. Allow classroom teachers time to setup this
section of the gradebook as they need. Monitor and offer individual
help as needed when classroom teachers are setting up this section
in their gradebook. |
Learners will listen and watch attentively.
Learners will follow steps shown to set their own gradebook
up as needed. |
| 2. Teachers will problem
solve by using the online help section. |
Discussion
Partner Learning |
At the end of appropriate section
ask teachers to work in groups or pairs to brainstorm keywords
for finding answers in onlne help for the following questions:
1. How do you split a class?
2. How can you quickly enter the same grade for all students
under one assignment?
3. How do you get a signature line on the Summary report?
4. How do you get a comment to show on the Summary report?
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Learners will participate in
group/pair brainstorming.
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Discussion
Partner Learning |
Ask teachers to Think - Pair
- Share their keywords and write the keywords found on the
handout provided. |
Learners will share keywords found
and record keywords on their handout. |
| 3. Teachers will become
aware of advanced features of the online gradebook |
Instruction |
Let teachers view the online
viewlet created over advanced features of the online gradebook.
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Learners will listen attentively.
Learners will watch viewlet. |
| Active Assessment
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Demonstrate how to login to
online assessment test to evaluate the training and to suggest
additional training over gradebook. |
Learners will listen attentively.
Learners will complete the online test.
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| Aspect
2: The social system Describe the interpersonal structure
of the instructional experience. |
The demonstration and
modeling will be give to a small group of less then 10 people
at a time. Because of these small groups, the atmosphere will
be very relaxed. Teachers will be permitted to visit and talk
among themselves during the training to give help and support
to others sitting near them. During the Think - Pair - Share
activities, teachers will pair/group as they decide to work
together. |
| Aspect
3: The role of the instructor Describe your general instructional
role. For example, will you present material, guide students
as they research their own issues, etc? |
The instructor will
present the material then move around through the group to support
as needed within each section of the instruction. |
| Aspect
4: The support system Describe the types and amount of
instructional, technical, and other resource support required
for the instruction (e.g., instructional materials, communication
capabilities). |
The technology department
will be at the High School campus because all 4 campuses are
offering this training at the same time. The High School campus
has a new instructor presenting this class and we decided that
tech support needed to be on hand there. If I need support,
they will be just a phone call away. I will need a computer
with a projection device and one computer for every teacher
in the workshop. The gradebook will require Internet hookup.
Both the viewlet and the assessment will be accessed through
the Internet. All of this is available in the Elementary Lab. |
