Mary+Heuer







To view presenter's notes, you will need to click on "save" not "open" when downloading the file. [|Trouble Shooting Tips] The above link will take you to youtube and a video I created. **__ Summative Evaluation: __****__ Training Teachers to Instruct Students in Creating Documents Using Word 2003 __** M Heuer LTMS 500-02

The training will be evaluated to determine the trainees’ reaction to the training, if the training resulted in transfer of skills to the job, and an improvement in job performance.

__ Trainees’ Reaction to the Training __ Trainees’ reaction to the training will be evaluated at the end of the training session with trainees completing a Google docs survey. The trainer, Mrs. Heuer, will email a link to the trainees to complete the survey. Mrs. Heuer and Dr. Mitzel, building principal, will discuss the results of the survey. The trainees have completed Google doc surveys in previous trainings.

__ **Training Teachers to Instruct Students in Creating Documents Using Word 2003** Trainees’ Reaction Survey __ Directions: Check the box that most closely reflects your opinion. Items 1- 3, use the following scale: 1= poor 2= fair 3= good 4=very good 5= excellent || 1 || 2 || 3 || 4 || 5 || 1. Overall, I would give this training a rating of … || || || || || || 2. The instructor was well prepared and organized, and did an effective job of facilitating the material. || || || || || || 3. The training contained the appropriate amount and level of information. || || || || || || Items 4 and 5, use the following scale: 1= not at all 2= somewhat 3= definitely || 1 || 2 || 3 || || || 4. I acquired skills that I did not previously have. || || || || || || 5. I feel confident that I will be able to apply what I learned in this training. || || || || || || Please respond to items 6 and 7 if applicable.

6. What do you think was the most important thing you learned from the training?

7. Questions or comments? 

Trainees’ Follow-Up Survey To determine it the training resulted in transfer of skills to the job a second Google docs survey will be sent to the trainees by the trainer, Mrs. Heuer. The survey will be used to evaluate if the trainees are using the skills taught during the training, if follow-up training is needed, and if there are questions to be addressed. Trainees will be able to include comments on the survey and suggest future trainings. To gain specific information survey items will be responded to with short answers. Dr. Mitzel and Mrs. Heuer will review the survey responses.

__ **Training Teachers to Instruct Students in Creating Documents Using Word 2003** Follow-Up Survey__ 1. Have you instructed students in using Word 2003 since the training? If yes, skip questions 9 thru 11. If no, skip to question number 7.

2. Did you feel comfortable taking your students to the computer lab to use Word 2003?

3. Did you encounter any problems in signing out or setting up the computer lab? If yes, please explain.

3. Did you encounter any problems with Word 2003 in the lab? If yes, please explain.

4. Were you satisfied with your students’ response to the Word 2003 instruction?

5. Do you feel Word 2003 instruction is an effective use of your instructional time?

6. Will you be using the computer more, less, or about the same amount of time since the Word 2003 training?

7. Would you like additional training in using Word 2003 with your students?

8. Would you like the trainer to observe you instructing your students in Word 2003 to provide feedback to you?

9. What do you feel is the main reason you have not instructed your students in Word 2003?

10. Would you like the trainer to model Word 2003 instruction with your class?

11. Would you like the trainer to co-teach Word 2003 instruction with you?

12. Do you have any suggestions, comments or questions? If yes, please state.

Improvement in Job Performance Additional follow-up evaluations will be done by the trainer by observing individual teachers using the training if requested by a teacher/trainee for feedback or at Dr. Mitzel's request. A rubric will be completed by the observer.

Job Performance Rubric: Instructing Students in Word 2003 Seldom observed or assisted || Did not observe and assist ||
 * Category || 3 || 2 || 1 || 0 ||
 * Signed out Lab || Included Name and Time || Time but no name || n/a || Lab not signed out ||
 * Prepped Lab || Computers on, projector ready, printer prepared || 2 out of 3 prepared || One out of 3 prepared || Neither computer, projector, or printer prepped ||
 * Modeled the steps for creating and formatting a word document using the projector || All steps followed smoothly || Followed most steps || Followed some of the steps || Did not use the projector to model steps ||
 * Observed all students’ progress and assisted students individually when needed || Ongoing || Observed and assisted frequently ||
 * Demonstrated editing tools including spell checker || Demonstrated spell checker and at least 2 additional editing tools || Demonstrated spell checker and at least one additional editing tool || Demonstrated at least one editing tool || Did not demonstrate editing tools ||
 * Used correct technology terms || Included all essential vocabulary on the quick reference card || Used most of the essential vocabulary || Used some of the essential vocabulary || Did not use technology terms ||


 * __Implementation Plan: Training Teachers to Instruct Students in Creating Documents Using Word 2003 MHeuer__**

1. The creator, facilitator, and SME for the training will be Mary Heuer, Learning Support teacher in the Littlestown Area School District. Mary Heuer has instructed individual teachers and has modeled for teachers how to use Word 2003 with students in a lab setting. Mary Heuer has attended technology workshops offered by the Littlestown Area School District, including Word Processing and is currently pursuing a Masters in Learning Technologies through Harrisburg University. 2. Training will be conducted in the main computer lab at Alloway Creek Intermediate School in the Littlestown Area School District. This lab houses 25 Windows based computers, a printer, and projector. The computer lab should be prepared ahead of time by the trainer. All computers should be turned on, the printer should be on and supplied with paper, and the projector should be connected and tested to be sure it is functioning properly. This preparation should only take about 15 minutes but should be done at least an hour before training is to begin in case there is a problem. If a problem does occur, the trainer should contact Cindy Bushey at the helpdesk at extension 4210. A phone is available in the computer lab. 3. The audience for this training will include seven fourth grade teachers, eight fifth grade teachers, two reading teachers, two learning support teachers, and three teaching assistants. The trainees have varying degrees of computer skills. All teachers have experience using Word 2003 for their own needs but most of their teachers have not instructed their students in using Word. 4. The trainer will instruct the trainees in signing out the computer lab, preparing the computer lab, logging on to the computers, using the overhead projector for instruction/modeling, opening, naming, and saving a Word document, formatting and editing a Word document with the expectation of instructing their students in creating properly formatted multi-paragraph documents. The initial training will be completed in two forty-five minute sessions with dates and time of day to be determined by the administrator of Alloway Creek Intermediate School, Dr. Timothy Mitzel. 5. The trainer will use a Windows based computer connected to a projector to display a Power Point presentation for signing out the computer lab, Word 2003 to model the steps teachers will be using in instructing their students, a vocabulary hand out of essential terms used in Word 2003, and a video clip of a teacher instructing a class in creating a Word document in a lab setting. 6. The training and trainer will evaluated by the trainees using an evaluation document with a list of statements based on the objectives and a rating scale of one through five with one being poor, two fair, three good, four very good, and five excellent. Trainees will be evaluated during the training by observation, partner practice, and creating and printing a word document meeting the specifications. Specifications will include heading, title, and at least three short paragraphs. As part of the follow-up evaluation, a Google docs feedback survey will be sent to the trainees. The survey will be used to evaluate if the trainees are using the skills taught during the training, if follow-up training is needed, and if there are questions to be addressed. Trainees will also be able to include comments on the survey and suggest future trainings. Additional follow-up evaluations will be done by the trainer by observing individual teachers using the training if requested by the teacher for feedback or at Dr. Mitzel's request.

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Script for Training Teachers to Instruct Students in Creating Documents Using Word 2003 MHeuer

Welcome to the training for instructing students in using a word processing. We will be using Word 2003™. We will learn how to instruct our students to create and save a document with a heading, title, and 3 paragraphs and how to print the document. You have been given a quick reference guide listing some of the vocabulary you will use with your students. I have not going to go over each of these words right now, but glance over the words and you will be hearing them in context during this training. (display copy of quick reference guide- Word 2003 Essential Vocabulary on the projector screen) Word 2003 Essential Vocabulary 1. Pull down menu- the choices that appear when you click on an item in a toolbar 2. formatting tool bar- tool bar with icons for bold, italics, underline, justification 3. Scroll bars- bar on the right of the document used to move up and down; does not move cursor 4. text wrap- while typing, the text automatically goes to the next line 5. Arrow Keys- for keyboard navigation within document 6. highlight – to drag over text to edit 7. Copy- copies highlighted text and can be pasted into another area or document 8. Cut- removes what is highlighted and can be pasted to another area 9. Paste- to insert text or graphics that have been copied or pasted 10. Right Clicking- displays options for editing such as copy, cut, and paste 11. tab key- can be used to indent 12. “save” and “save as”- “save as” is used to name and save a document when it is created, “save” is used to save changes to a named document 13. font- a letter or other symbol, the size and style can be changed using the format toolbar options 14. document- the page or pages (as in “Open a Word document”) 15. cursor- the blinking bar indicating where the next symbol will be place in the document Before we can use the computer lab for instruction, the computer lab must be signed out. I have created a brief Power Point presentation of the steps involved in signing out the lab.( Insert Lab Sign Out Power Point here.) The Power Point is posted on Moodle if you want to review it anytime. Before taking your students to the computer lab, inform the students of the objective of the lab lesson which is to create a word document according to the instructions you will be giving them. Let the students know that you will be demonstrating the steps using the projector and that they are to watch what you do and then do the same thing at their computers. You may also want to remind students of your behavior expectations. Before you take your students to the lab, you will want to check the lab to be sure the computers are on (this saves a lot of time), the printer has paper in it, and that the projector is connected. The printer has a pull out draw in the front where paper is inserted. If the green light is on, the printer is ready to go. If the red light is on, read message and attempt to solve the problem. If the message is that the printer ink cartridge needs to be replaced, see Mrs. Heuer or Mr. Francis. The projector has an on/off switch in the back. On the top of the projector you will see either a red light or a green light. If the light is green, the projector is on. If there is a red light, press the button by the light. It should turn green. You may adjust the focus by turning the lens knob. You should have also have created a folder or folders for students to save their work in. If you plan on using the same folder for each class, you will only need to create one folder or you may want a folder for each class. Create your folder using a computer in the lab you plan on using with your students. Click on my computer, then the S drive, and in the S drive create and name your folder. Please turn on your computer by pressing the button on the hard drive tower, not the monitor. If the monitor is not already on, press the button on the front of the monitor. Now we will practice what to do once you have your class in the computer lab. When the computer is on, you will see a sign in screen. There is no password needed so just hit enter. Look up at projector screen. . Do you see the blue W on the desktop? That is the icon for Word, which is the word processing program we will be using. I am going to double click on the blue W. You will see that a blank Word document is on the screen. Now open Word on your computer. Once Word is opened, look back up at the screen. I am going to show you the heading I expect my students to use. Yours may be different, but the steps will be basically the same. The students begin by typing first and last names, being sure to capitalize both of the first letters in their names. Instruct them to use the shift key to capitalize, not the caps lock key. Go ahead and do this on your word document. Next, have the students hit the tab key one time and type your section letter and number. For example, Mrs. Brown’s homebase, would type 5BR. Practice typing the heading you want your students to use. Now look up at the screen again. I am going to hit “enter” one time. Do the same using the “enter” key on your keyboard. Now I am going to type the date using all numbers and dashes. You may want your students to do this differently. If using all numbers and dashes, you will find the dash key is next to the number zero in the top row or you may use the numbers and dash in the number pad. Watch as I type the date. Now hit enter and type the date on your document. After typing the date, hit enter 3 times as I am doing on my document. Check and see if your document matches the one on the screen. This would be a good time to save our work. Watch as I move my arrow up to “file”. When I click once on file, I see some choices, including “save as”. I am going to click on that and you will see “Save In” at the top of box that came up. Select the file you want to save the document in, in this case, that will be the file we created at the beginning of this training.

Now that we have a heading and saved our work so far, I am going to show you how to type a title for your word document. For now, you are to just watch the screen then I will give you a topic to practice typing a paragraph. First, I want the title to be centered so I am going up to my tool and clicking in the toolbar on the icon for center. Look where my cursor is. Now watch as my arrow moves up to the top of the page to the center icon. When I click on it, my cursor moves to the center of the page. I will now type my title, being sure to start with a capital letter and capitalize each important word in the title. Let’s see my title will be How to Create a Word Document. Do you see how it is the center of my page. I am going to hit the enter key three times. Now, I don’t want the paragraph I am going to type to be centered. So watch as I move my arrow up to the top of my page and click back on “align left”. Do you see that my cursor is back to the left? As in writing class, we need to indent the paragraph so I am going to hit my tap key one time. Now I will start my first sentence. Of course, I will capitalize the first letter using the shift key. So, here is my introductory sentence. Today Mrs. Brown’s students went to the computer lab and learned something very important. Did you notice that the words went to the next line? The computer will do that automatically for you. Do not hit the enter key. Be sure to emphasize this with your students. After typing a period at the end of my sentence, I am going to hit the space bar twice. We always space twice after a period, question mark, or exclamation point. Now I will begin my next sentence. (trainer- type a sample second sentence to the paragraph). Okay, now time for a quick review then you will try it. Name, homebase, enter, date, enter, change to center, type title, enter twice, back to left align, indent using tab, and begin your paragraph. Remember, period space space. Your topic is for practice is Holiday Shopping. When you complete your document, print it. If you need help, ask your neighbor or me. We will have another word processing training in two weeks which will include a brief review of this session and more about formatting and editing. We will follow up the second training with individual review/help session by request. Please complete the brief evaluation survey I will be emailing you this afternoon. Thanks for coming. Prototype: Lab Sign Out Power Point The Power Point advances with mouse clicks. After viewing, use the back arrow next to the address bar to end the Power Point. Using ESC on the key board may not work.

Development Plan MHeuer 02

Design Document 02Heuer

Gagne's Nine Events of Instruction MHeuer

topic list notes

Template HeuerVocabStart

[|Eportfolio]

script startHEUER Draft With p209Heuer Needs Analysis 02Heuer

Task Analysis 02Heuer

[|AC Teacher Technology Survey][|Survey Spreadsheet]MHeuer

Notes and terms to keep in mind.



Links and technology information from Instruction Skills article Organization: Alloway Creek Intermediate School Alloway Creek (AC) is an intermediate school housing grades four and five in the Littlestown Area School District (LASD). The principal is Dr. Timothy Mitzel. Misson A vision statement and “Our Beliefs” for AC was developed as a joint effort between administration and faculty. Vision Statement Through the use of a challenging curricular program that implements diverse instructional practices, the educational community of Alloway Creek Intermediate School is committed to the total education of each student. Various, ongoing assessments will be implemented to evaluate student achievement. Research-based interventions, including remediation, differentiated instruction, and enrichment, will be utilized to ensure optimal success. Our Beliefs: We believe. . . . . . all students can learn. . . . all students are unique and learn differently. . . . all students have a desire to feel safe. . . . children are our first priority. . . . all children should be challenged to reach their highest potential. . . . effective teaching is a key element, essential in developing skills for lifelong learning. . . . education is a partnership that involves family, school and community. The vision statement and “Our Beliefs” can be found on AC’s website. [] Statement of Need __ The Littlestown Area School District newsletter sent to district residents in the Spring of 2009 contained a page titled “Technology Department”. All programs mentioned were at the LASD high school and middle school. My perception is that although technology is present at Alloway Creek Intermediate School, it is less advanced and more underused than at the high school and middle school. Concerning usage of available technology, it appears that although training in some areas of technology has been provided, teachers often do not use available technology or learn to use it by trial and error. A technology notebook is available on line to teachers and teachers may contact the help desk for assistance but often teachers are reluctant to use these resources. Technology is a priority at Alloway Creek, but higher priorities, such as the intense focus needed to meet PSSA goals often leave little or no time or motivation for learning and implementing new technologies. The two computer labs at AC were updated over the summer with new computers but remain unused for most or all of the day. Teachers have been trained in some aspects of technology, such as Performance Tracker and Moodle, and usage in these areas is increasing. Time and training seem to be the major obstacles to technological advancement and implementation for staff and students at Alloway Creek. __

Class 2__ Mary Heuer Draft of Training Needs Analysis NEEDS ASSESSMENT STATEMENT

Computer labs are not being used for the majority of the school day. This is evident because computer labs are signed out online. The electronic sign out forms have few entries. WHAT IS THE MEASUREABLE STANDARD REFERRED TO HERE? DOES THE DISTRICT JUST WANT THE LABS USED?
 * 1) The task not being performed to standard:

All teachers should have the skills and comfort level to instruct students in the computer labs. ARE THERE DEFINEABLE SKILLS OR LEVELS? Actual performances: Some of the teachers at AC do not use the computer labs to provide instruction and are not aware of how available technology can be directly related to curriculum. Both lack of training in using technology in instruction and the rigorous reading and math curriculum leaves very little time for incorporating technology. 4. How the causes were determined: A survey using Google docs was sent to AC teachers. Teachers surveyed included all full time teachers at AC- 7 regular education 4th grade teachers, 8 regular education teachers, 3 learning support teachers, and 2 LIU#12 teachers of students with severe disabilities. The survey shows a variety of skills and comfort levels as of September 13, 2009 with 8 surveys submitted. 5. A detailed cost-benefit analysis use to determine the projected return on investment. Funds may not be necessary to increase usage of the computer labs and available technology.
 * 1) The required performances:
 * 1) A summary of the causes of the performance deficiency: