Nicole+Therrien

Type in the content of your page here. ICT ETEP 1: Section 2 Nicole Therrien Lesson Plan 1) Take some data and put it into an excel spreadsheet on a PC computer. - Change the graph style and put on titles 2)  Understand that graphs can be helpful visual tools to help stimulate individuals of different developmental stages. - A way for showing stats and organizing information. - Making a graph on excel will give students an idea of some of the graphics on the computer.. be concentrating on doing this lesson on PC’s. - (7 minutes for demonstration) - (5 minutes for them to do a lesson) - (3 minutes for questions) Example: Say I wanted to give the students a visual of how many children participated in sports through out the last week. (collect data) __Soccer__- Monday 6  __Basketball__- Monday 3 Sum- 9 Tuesday 4  Tuesday 7  11 Wednessday 6 Wednessday 4  10 Thursday 8  Thursday 4  12 Friday 2   Friday 2  4 Step 1- Mark in cells B1 to F1 Monday to Friday (leave A1 empty) Step 2- Mark in cell B2 Soccer, and in B3 Basketball Step 3- Fill in data (numbers) into cells with the appropriate headings. Step 4- To figure out sum, press on B4 cell and press fx(sum then ok). To get all the sums, put curser on that cell and move to the end of the cells. Step 5- Go to **Insert**, outline all the cells, and then press one of the graphs. Step 6- A graph will pop up and then you can add titles, change graph style, or change the data. ( **Layout**- titles and legends)
 * Topic:** Creating a Graph on Excel
 * Outcomes:** After demonstrating this lesson, students will be able to:
 * Environment:** Computer lab with a mix of Mac’s and PC’s, however, we are going to
 * Audience:** University Students (For this lesson, 3 students)
 * Time:** 15 minutes, with 5 minutes for questions
 * Lesson:** Discuss how creating a graph is an effective tool to incorporate into the classroom instruction and then demonstrate how to make a graph.

create a fun and colorful graph on excel.
 * Student Activity:** Work individually or in a group with a PC and with the data given,

either individually or within a group. 2) As an instructor, I will be providing guidance and help, as well as assessing if the students were able to make a graph. Example for the Students to try: Say you want to show the class how many students brought peanut butter and jelly sandwiches and how many students brought honey sandwiches to class last week. Here is the Data! __Peanut Butter and Jelly (Pb & J)__ __Honey__ Monday 7    Monday 2 Tuesday  3  Tuesday 3  Wednessday 9  Wednessday 2  Thursday  3  Thursday 11    Friday    4   Friday 6
 * Assessment:** 1) Students will demonstrate on a PC that they can make a graph on excel,

Let’s see if you can make a graph with this data given. J Remember if you have any questions ASK!!!

Chalk/White Boards are effective tools for teaching Group activity: Why do you think the chalk/white board is an effective tool for teaching? Ø Self-Pacing. Ø Information remains visible and can be used later in the class. Ø Allows flexibility, spontaneity and non-linearity. Ø Can be used to develop students drawing skills. Ø No broken parts, doesn’t require power. Ø Can be used with the lights on. However it is only effective if one knows how to use it! “The most important props in most classrooms are the blackboard and overhead projector. Though commonplace and easily taken for granted, //both need to be used effectively.//” (Wankat & Oreovicz, Ch. 6) Ø W rite BIG. Ø Write legibly. · Use consistent format and case. · Put space between words Ø Write boldly. · Press hard on chalk. · Press the edge of chalk //(should form a point).// · ATTACK blackboard //(should hear chalk).// Ø Shoulders facing blackboard <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Hand directly in front of shoulder <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Move your body as you write <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Bend at knees when writing low <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø S p a c i n g <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø  Grouping <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø __ Underlining __ <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Clouds <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø  C o l o r     •  ** to illustrate the hierarchy of ideas according to a consistent scheme ** • ** to add visual “life” to material ** • ** to enhance clarity of drawings ** <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Lengthy definitions/descriptions. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø // Anything // unimportant. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Large amounts of prepositioned information (unless review material or handout material). <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Silent periods indicate possible problems. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Increase volume when writing on board. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Learn to write and talk at the same time. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Explain what you’re writing on the whiteboard. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Frequently look over your shoulder; frequently step back from board. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Leave the boards at every available opportunity. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Don’t simply transcribe notes onto whiteboard. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Charts and tables help organize information <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Give students time to copy. Don’t erase too quickly. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø Have blackboard monitors or helpers. Kids love to erase the board! <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-bidi-font-weight: bold; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msobidifontweight: bold; msofareastfontfamily: Wingdings; msolist: Ignore;">Ø The blackboard can also be a part of the learning process. Students love to play teacher.
 * REASONS: **
 * HOW TO WRITE: **
 * POSTURE IS IMPORTANT! **
 * SEPARATE IDEAS BY: **
 * USE SEVERAL COLORS OF CHALK/MARKERS: **
 * DO NOT WRITE: **
 * HINTS: **

“Successful teachers maintain close //contact// with their students during class. This //contact// makes them aware and responsive to their customers’ needs.” (Wankat & Oreovicz, Ch. 6)

** Erasing the board **. Give students a few minutes to “photograph” a list of words or phrases or whatever points you have taught them. Erase the board. Ask them to recite from memory. http://www.csun.edu/~hcedu013/plans.html#Lesson Plans http://newteachersupport.suite101.com/article.cfm/using_the_blackboard Lowman, J., 1995, //Mastering the Techniques of Teaching//, 2nd ed., Jossey-Bass Publishers, San Francisco. Wankat, P. and F. Oreovicz, 1993, //Teaching Engineering//, McGraw-Hill, Inc. Welch,R., 2007, Communication Skills Writing, Teaching workshop, ExCEED.
 * Examples of using a blackboard in the classroom: **
 * Keep track of discipline. ** ** Students know when/why their names are put on the board ** **Games.** Hangman, Morning message.
 * What’s that word ** ? Write a four or five letter word. Give students time to “photograph” it. They spell the word from memory.
 * Agenda of day. **** Make a box where the day will be laid out.  ****References:**