Student Teaching Work Sample

(Student Teaching Work SampleDerry Area School District Middle / High School ExperienceFall 2011Robert J. Varholak Jr.Student Teaching)

(Student Teaching Work SampleDerry Area School District Middle / High School ExperienceDuring student teaching, I prepared a work sample in order to provide verification of what I have learned and the positive impact that I had on students learning. This comprehensive work sample will provide evidence of my abilities in these various areas including but not limited to; engaging in thorough and effective standards-based planning, use of best practices that provided opportunities for student success, use of appropriate assessment strategies that fostered a great learning environment and documentation of the ongoing development of the students knowledge and skills, and finally analysis of student assessment results.Fall 2011Robert J. Varholak Jr.Student TeachingFall 2011)

Student Teaching Work Sample:

Computing Concepts /

Microsoft Word and Excel

Accounting I, II, Advanced

Bobby Varholak

Fall 2011

Derry Area Middle/ High School

6th 8th Grade / 9th 12th Grade

Computer Program:

Microtype Keyboarding Program

Text:

Microsoft Office Word/ Excel 2007, Shelly Cashman Series

Table of Contents

Middle School

Description of the Learning Environment1

Planning for Instruction in Inclusive Settings2

Unit Plan3

Selected Lessons3

Evaluation of Instruction5

Assessment of Student Learning in Inclusive Settings5

Pre-Test5

Formative Assessment7

Alternative Assessment 8

Summative Post-Test Assessment 8

Analysis of Student Learning 9

Reflection on Teaching Effectiveness and Professional Growth10

Unit PlanAppendix A

DataAppendix B

GraphAppendix C

Individual Student Evaluations of DataAppendix D

RubricsAppendix E

Learning Support Tracking Sheet Appendix F

Extracurricular ActivitiesAppendix G

EvaluationAppendix H

High School

Description of the Learning Environment1

Planning for Instruction in Inclusive Settings2

Unit Plan3

Selected Lessons3

Evaluation of Instruction5

Assessment of Student Learning in Inclusive Settings5

Pre-Test5

Formative Assessment6

Alternative Assessment 7

Summative Post-Test Assessment 8

Analysis of Student Learning 8

Reflection on Teaching Effectiveness and Professional Growth10

Unit PlanAppendix I

DataAppendix J

GraphAppendix K

Individual Student Evaluations of DataAppendix L

RubricsAppendix M

Projects Appendix N

Extracurricular ActivitiesAppendix O

EvaluationAppendix P

Student Teaching Experience Work Sample

In August 2011 I was placed for my student teaching experience at Derry Area School District. My time at Derry lasted from August 23, 2011 to December 9, 2011. I could not have been placed in a better school district, the staff and the students made the whole experience much better than I could have every asked for. This work sample will deliver a cumulative look at what consisted of my student teaching experience. The experience I had was a little different compared to what a normal Business Education major would experience in a normal semester, because I had a split level term. When I say a split experience I mean that I spent seven weeks in the middle school and then seven weeks in the high school. This gave me the ability to get the experience of both age groups of students.

Description of the Learning Environment/ Inclusive Context

Derry Area Middle School is a AAA size school, with 570 students enrolled in the school and about 47 full time teachers, which is about a 12 to 1 student to teacher ratio. However, of the schools in the area they are one of the smaller districts. According to the free and reduced lunch data collected 44% of the students receive a free and reduced lunch, and based on these statistics this marks Derry as a school that is low SES.

The students that I have in the middle school represent a diverse group. What I mean by diverse is that there are many students with different backgrounds, personalities, and they all bring their own academic background to the class. This can vary greatly because they can all add to the class in many different ways, but at the same time this can be frustrating in the sense that they all have their own individual needs and personal care requirements. There are a total of seven students in my 6th classes combined that have some sort of learning disability or that needed some sort of learning support. Of those seven students there are no more three learning support students in one individual class. Also, there is one student that is gifted, and also one student that has a 504 plan (this is a type of medical plan that a student has if they require a specific need that would affect them in the classroom), specifically the student that has a 504 plan in my class has this because of a peanut allergy that he has. Along with these students, there are a variety of behavioral issues that students bring to the classroom that need to be dealt with so that the learning process that is taking place does not get interrupted.

Planning for Instruction in an Inclusive Setting

When planning for my lessons and instruction for my class there are accommodations that I can make for the students. One accommodation that I make for the students in my classroom is a guide sheet that walks them through logging into the classroom and getting into the Microtype lesson. This helps the students get through the first part of the class because when you are teaching a computer class there are several things to prepare at the beginning of class, for instance getting logged in to the computer and also logging into the Microtype. Another accommodation that I make for one student who has problems with his motor skills is he does not have to use speed skins (a thin layer of rubber to that covers the keys on the computer keyboard to help the student learn the keys) in class. This helps him because he is still able to learn the proper keying form so that it does not inhibit learning.

One of the nice aspects of the Microtype program that we used in this class was that it allows you three different skill levels. This gives us the option to change the skill level based on the skill level of the student, or if they have a certain IEP (Individualized Educational Program) they may need certain modifications for their assignments. The skill levels make it easy to adjust for each student, and all the students are able to improve on their skills and have a scaffolding effect within the lessons because they can always be improving.

Unit Plan

At the beginning of the unit to start the semester, there were several tasks that needed to be taken care of before we could get started in the lessons. Some of those tasks included getting the students to understand the policies and procedures in the classroom because they are only in 6th grade, getting them logged into the computer, and then one of the final major tasks was getting them logged into an Edline account. These were all things that needed done before we got into our Microtype lessons. Then once we finished with those major tasks, we moved on to having the students take a skills analysis test. This test allowed us to assess the students to see where they would fit into the different skill levels. In this class we had a race car theme, thus all the activities were based on racing. The three levels were sprint for the more advanced keyboarder, the performance for the less advanced keyboarder, and the action for the lowest skilled keyboarder. Along with the race theme, the students had daily tasks to take care of like getting the class folders out and the people that were in charge of this was called the Pit Crew.

Selected Lesson Plans

At the beginning of my experience, in the middle school at Derry, the student body consisted of sixth through eighth grade students, as was pointed out earlier. Do to the age group of the students much of the first few weeks of the school year consisted of procedural type of lessons plans, for example many of the these lesson plans consisted of getting students logged into the computer, the different programs, and access to their online grades. This limited the amount of creativity in my plans. However, Miss Sullenberger was able to assist me in creating fun and interesting activities that I was able to incorporate into the lessons to keep the students attentive and interactive, while still accomplishing the tasks in the lesson.

Many of the lessons flowed well and the students were catching on to logging into the computers, which can be a frustrating task when it comes to sixth graders. One of the reasons why this is a lengthy learning process for them is because they never had to log into computers before and conquer the task of remembering a password. This made each and every class much shorter because the students were taking anywhere from five to ten minutes to log in and then also at the end of the class, there was time that needed to be allotted to close down the computers as well. I had to leave time for this, but also try to minimize the amount of time it took so that the focus and majority of the class time could be kept on the lessons and learning.

Another challenge that I had to face in planning my lessons was to keep the students interactive in the class. After completing all the preliminary work of getting the students logged into every program they needed to be, we started working in the program Microtype. When working in this program the students had headsets on listening to different prompts from the activities and lessons. This is a great way for the students to work independently and develop self management skills. However, there are many issues with this type of class set-up. One problem is that there was no way for me to be able to connect with the students and have class interaction, which was an issue especially when the students had difficulties with the content. This made is less likely for me to assist them, and in some instances students were completing something that was completely wrong. For example, there were times when students were working on more advanced lessons in the program and struggling, but there was no way for me to know this by just walking around monitoring them. This required some adjustment from me so that I could be more in tune with the students and what they were doing.

The other problem was that the students were not benefiting from any type of group work or interaction with other students. This is a very important piece to a students education, because students can benefit so much from other students and group collaboration.

Thus, throughout my experience in the middle school I was able to develop many great lesson plans that allowed the students to be interactive and develop collaboration skills, and also time management skills as well. Also, throughout my lessons I tried to develop them in a way that allowed me to interact and monitor them as much as possible.

Evaluation of Instruction

As I developed each lesson plan, I used the IDARE (Introduction, Development, Activity, Reaction, and Evaluation) format as a guide to each one. This format involves an evaluation of each lesson in order to reflect and come up with different modifications for the next lesson. After every lesson Miss Sullenberger and I would find time at some point throughout that day to sit down and evaluate my lessons. In order to keep track of all these evaluations I would place them at the end of every lesson (these can be found in Appendix A).

Assessment of Student Learning in Inclusive Settings

Pre-Test

After the completing the beginning of the semester tasks, I was able to conduct a pre-test with the students in order to determine what level of typing they were. One of the advantages when using the Microtype program is that the students information is tracked within the program for you, so there is no need for the instructor to track this information on their own. Although, the students must be working in the proper skill level course determined by their own abilities. This is where I was able to pre-test the students before they started working, in order to determine what skill level they were. The test was called a Skills Analysis Test. Every student took the same test; the test consisted of typing a simple paragraph while they were being timed. The students had no preliminary guidance or instruction; I was trying to get an understanding of where each student was with their typing skills. I was warned by Miss Sullenberger that these students had no typing course and very little typing experience in the elementary school. The class schedule prohibited them from getting more than a few days of computer class every other week. Thus, I was not expecting many high level typing skills from the beginning.

After taking the test most students were receiving a gwam in the teens, anywhere from 12 to 19 gwam. Gwam stands for gross words a minute. There were a few students that were in the higher range or even above this, and also a few students that were in the lower range.

One of the cool aspects of Miss Sullenbergers class was a Race Car Theme that we developed. We told the students that there would be a race car theme for the class, and that they would all be designated a race track level and different race tracks to race in. These different race track levels were the three different skill levels that Microtype had built into their program. This made it easy to place different skill level students on different race tracks. So the gifted and more advanced students were placed in a higher race level, and the lower skilled typist was placed in a less advanced track. The skill levels made it very easy to track each student and also allowed them to go along at their own pace.

Another pre-test that I assessed the students on was their form. Many of the students were taught some form in the elementary school. However, the students either forgot the skills, or because of the lack of form when they are at home on their own computers, resulted in very poor form when it came to typing at a computer desk. I used a tracking sheet that I created that assessed them on eight different areas including, feet placed for balance, body centered: elbows at sides, sits up straight, curves fingers: home row, wrist off the keyboard, eyes on screen, keys by touch with correct fingering, and keys with a smooth rhythm. This gave me a good sense of what I needed to focus my lessons on and what I needed to assess the students on later as well.

Finally, there were a few students with learning disabilities and also some gifted students that I needed to have differentiated material for. However, as I mentioned before one of the features of Microtype was the ability to place students at different levels. Also, there was one student that had problems with his motor skills, so instead of having the student use a speed skin we allowed him to remove the skin in order to get a feel for the key placements and form.

Formative Assessment

Derry Middle School runs a schedule based on forty minute classes, because of this schedule it allows them to have what they call Rainbow Class. This class schedule allows students to be in rotation involving several classes such as, gym, music, art, and computer concepts. Due to the way that the schedule was set-up I was able to teach back to back classes, which allowed me to have the time to evaluate each student and their individual needs, and also as a whole evaluate how to better teach the classes.

On an everyday basis, as I mentioned earlier, Miss Sullenberger and I were able to sit down and analyze my teaching and what I would be able to improve on. However, not only were we able to analyze my teaching we were able to discuss the individual students and their needs. This helped immensely with trying to assess each student and if they were retaining the information or not, and if I needed to go back and re-teach the entire concept. As I grew through this experience I began to see if the students were understanding information I was presenting or if they were just going through the motions on my own.

Also, as I have mentioned several times earlier I had the opportunity with this schedule to teach back to back classes of the same section, thus teaching the same lesson a few times in a row. This allowed me to make adjustments and accommodations for any errors that happened in the first class I taught. This helped the students as well because they were receiving the information in a clearer manner. Also, due to this schedule I was able to have the time come up with techniques to help the learning disabled students in my classes. Some of these techniques included tools as simple as giving them directions on a separate piece of paper, so they could track along with what I was explaining to the other students verbally. One of these tools can be seen in the Appendix E. This was all in part by taking the time to assess the students informally and determining whether or not they are tracking along with the information as I am instructing them.

Alternative Assessment

Through the course of a semester there are many different ways to assess students on the concepts that are presented in a class. One of the alternative assessments that I was able to use was assessing the students on their form when they are keying. This was a great alternative way to assess them because it kept the students on track, but they were able to think about the concepts that we talked about as well.

Another alternative assessment that I was able to utilize over the course of the first semester was to have the students think about technology in our society and what is going on. The students were to come up with news and bring this to class so that we could discuss the relevant topics together. This helped get the students involved in a way that would be interesting to them, but at the same be relevant to what is going on in the world.

Summative Post-Test Assessment

The last type of assessment that I was able to gain from the students and their work was the overall final grade from the different lessons in Microtype. There was no actual final exam that I gave to the students. However, the progression of the students work through Microtype was accumulated at the end of the nine weeks and I was able to use this data to analyze how the students were doing. Overall the students were all in the high teens with their average gwam numbers from the different lessons in Microtype. This is a great figure to see because the students had struggled coming into the course not having much knowledge of keying from the elementary school.

Also, the students progressed a lot and showed much improvement when it came to their form. Just in the first few classes I could tell that the students were picking up great keying skills as we worked and concentrated on one technique each class period. This was a great final analysis to pick up on, in terms of future goals, because if the students keep up with their techniques then the speed will come and they will not have worry about accuracy.

Analysis of Students Learning

Pupils Data

The students data was collected in a major part through the use and assistance of the Microtype program. The other data was collected through the use of my form chart that I assessed the students form with. Over the course of the first half of the semester that I spent in the middle school I was able to see the students improve mainly on their form when they were keying, which was my main objective. The data that was collected from their lessons showed improvement that I hope will continue through the course of the school year. The data that was collected is shown in Appendix B.

Interpretation of Results

The pupils data shows progression as was pointed out in the results from the different assessments that were analyzed. In terms of progression students from every level of the grading spectrum were able to show improvement in their scores and also their technique. The students that were in the lower level Race Track showed much improvement from anywhere from a single digit gwam to a 12 14 level gwam. In the average level scores the scores improved anywhere from a low teens to a high teens number or low twenty digit score. Finally, the students in the higher level track were able to improve from anywhere from low thirties to a mid sixties level gwam. Thus, the students were progressing wonderfully at the end of the nine week period, and with the proper technique they will become very well disciplined typists.

Reflection on Teaching Effectiveness and Professional Growth

Teaching Effectiveness

Obviously this is my first long term teaching experience, so there was going to be a learning curve for me. However, from the very beginning Miss Sullenberger was able to give me the experience in front of the class and the students in order for me to get used to being in front of them before I jumped into teaching any content to the students. This was a huge help because establishing that classroom presence is the big first step, and if you can overcome that then presenting the lesson is all planning.

Overall I believe that I had a great rapport with the students and they grew to respect me as a teacher. From having the students in class and from either seeing them after school at an after school activity, like at Trojans on the run, I was able to build that respect from the students. This was very important to being a teacher. If you are not able to get that respect from the students, it will be hard to run the classroom in a manner that is contributing to their learning. Thus, I believe that I was able to build that teacher student relationship that allowed me to be an effective teacher in the middle school.

Finally, there were many guidelines that I was able to construct my lesson plans around. Those guidelines include the Pennsylvania State Standards, National Business Education Standards, ISTE Standards, and finally Danielsons Four Domains. These gave me the guidelines I needed to be able to sculpt my lessons. When I created each of my lessons I tried to build them in a way that incorporated a current subject, technology, and finally something to keep the students active in the lesson. Overall, I believe that every one of my lessons was interesting and kept the students involved and created an environment that the students could learn and grow.

Professional Growth

My experience over the course of the first semester at Derry School District in the Middle school has been more than I could have ever been asked for. I hope to one day be as great a teacher as Miss Sullenberger is and have just some of the many characteristics that make her a wonderful instructor. There were many ways that I grew over the first half of this experience. Some of those include, learning exactly what classroom management is, learning how to critically evaluate my teaching in a way that I can improve over each lesson, and finally how to develop my own teaching pedagogy.

From day one of the semester Miss Sullenberger was able to lay out and craft her classroom the way that she wanted because she was firm, but yet cared and assisted the students in a way that allowed them to respect her. The class room was organized and the students knew what to expect when they walked through the door. Also, the class procedures, not rules, were given on the first day and they went as follows; respect yourself, respect others around you , respect the teacher, and the classroom equipment. Miss Sullenberger told them that if they followed these rules they would have no problem, and she told me that rarely does she have a major issue with a student. I took notice of this over the course of my experience and she didnt.

The other way that I have grown over this experience is how to critically and effectively evaluate my teaching. From the very first lesson that I taught in the middle school I have been able to assess my teaching for positives and negatives, and also how I can improve or what I could have changed to make the lesson better for the students. This is in part because of the time that Miss Sullenberger and I took out of our busy schedule to sit down and analyze the lessons.

One of the last ways that I have grown over of the course of this experience is how to develop my own teaching pedagogy. From the start of this experience I have been observing and analyzing and noting different teachers and the styles and ways they teach and operate their classroom, which has allowed me to grow and learn immensely from their knowledge and experience. However, not only has it allowed me to gain things from them, but it has allowed me to see how I would develop my own style and ways I would operate my own classroom. I feel that with the knowledge and experience that I have gained from Miss Sullenberger and the experience that I will gain from Mrs. Bushey, I will be well equipped to develop my own pedagogy that will allow me to be a wonderful instructor.

Thus, with the experience that I have had over the course of this first semester in the middle I feel that I have grown a lot professionally. I have developed many skills including learning exactly what classroom management is, learning how to critically evaluate my teaching in a way that I can improve over each lesson, and finally how to develop my own teaching pedagogy. With these skills and abilities and from what I will gain from the high school experience, I will be well equipped for my first teaching position.

1

Middle School

Computer Concepts Unit Plan

Course: Computer Concepts 6th Grade Teacher: Bobby Varholak

Unit: Microtype keyboarding skills Weeks to Complete: First Nine Weeks

and Basic Computer Concepts

Purpose of Unit:

The purpose of this unit is for the student to learn different basic concepts of the computer and to learn how to key properly, using good form and posture. The students will also learn about current events and how the world is ever changing with technology. The overall idea of the course and unit lessons will be for the students to really gain a knowledge of the computer and get them ready to move on to a computer based course in the later years of middle school.

This unit meets the following standards:

PENNSYLVANIA STANDARDS

Learning to Read Independently

1.1.11 E Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference.

1.1.11 F Understand the meaning of and apply key vocabulary across the various subject areas.

1.6.11 A Listen to others

1.6.11 D Contribute to discussions

1.6.11 E Participate in small and large group discussions

Computation and Estimation

2.2.11 A. Develop and use computation concepts, operations and procedures with real numbers in problem-solving situations.

Probability and Predictions

2.7.11 F. Solve problems involving independent simple and compound events.

Reading, writing, and, speaking

NATIONAL BUSINESS EDUCATION STANDARDS

Foundations of Communication

A. Social and Business Listening

Demonstrates courtesy and respect for the speaker through active listening

Communication

B. Technological Communication

Demonstrate basic keyboarding and computer functions

ISTE STANDARDS

1. Creativity and Innovation

d. Process data

4. Critical Thinking, Problem Solving, and Decision Making-

c. Collect and analyze data to identify solutions and/or make informed decisions

5.Digital Citizenship

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

6. Technology Operations and Concepts

a. Understand and use technology systems.

b. Select and use applications effectively and productively

Danielsons Framework

Domain 1: Planning and Preparation

Component 1a: Demonstrating Knowledge of Content and Pedagogy.

1b: Demonstrating Knowledge of Students

1c: Selecting Instructional Goals

1e: Designing Coherent Instruction

1f: Assessing Student Learning

Domain 2: The Classroom Environment

2a: Creating an Environment of Respect and Rapport.

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

Domain 3: Instruction

3a: Communicating Clearly and Accurately

3b: Using Questioning and Discussion Techniques.

3c: Engaging Students in Learning

3e: Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities

4b: Maintaining Accurate Records

4d: Contributing to the School and District

4e: Growing and Developing Professionally

4f: Showing Professionalism

I. Unit Objectives

Upon completion of this unit, the student will be able to accomplish the following

objectives:

The students after providing them with code conduct should be able to describe different procedures that would fall in line with acronym.

The students after given the proper procedures should be able to successfully log into Edline and check their grades with 90% accuracy.

After providing the students with the illustration of Mr. Rogers Neighborhood, they should be able to explain the procedures for this task.

The students, after they are provided with instruction, will be able to create a folder in My Documents for their files. They will also create a Microtype folder, for their files to be mapped to.

Given the proper instruction the students will be able to explain how to log in and out of the Microtype program.

The students, after they are provided with instruction, will be able to use proper keyboarding skills including seating, hand and wrist placement, leg and feet positioning, and also where to place your head to keep your vision on the screen.

Given a computer keyboard and the proper direction, the students will be able to complete the Microtype Skills Analysis activity in order to gain a better idea of where each student is at in terms of their keyboarding skills.

The students, after they are provided with instruction, will be able to use the headphones on the computer for the Microtype activities including proper placement and adjusting of the volume. Also, the students will know where to store the head set on the computer as well.

Given a computer keyboard and the proper direction, the students will be able to complete the Microtype Skills Analysis activity in order to gain a better idea of where each student is at in terms of their keyboarding skills.

Once the students receive the instruction they will be able to understand the proper procedures for the classroom when it comes to preparation and closure of the class, including taking attendance, disbursement and cleanup of the computer keyboard skins.

Given a computer keyboard and the proper direction, the students will be able to complete the Microtype Skills Analysis activity in order to gain a better idea of where each student is at in terms of their keyboarding skills.

The students after they are provided with the proper instruction will be able to calculate their averages for the three Microtype skills analysis test scores, in order to be able to better place them at a proper race level or series.

The students after they are provided with the proper instruction will be able to read, comprehend, and apply the instructions that are on the Racing to Win Guide.

The students after they are provided with the proper instruction will be able to read and review the instructions that are provided on the Racing to Win Guide.

The students after they are provided with the proper instruction will be able to create their race car numbers for their class folders, properly cutting them out and placing them on their folders with 90% accuracy.

Given a computer keyboard and the proper directions, the students will be able to begin the lesson one assignment in class, with 90% accuracy.

The students with the proper instruction will be able to start lesson 2 once they are complete lesson 1 with 90% accuracy.

Provided with the proper instruction the students will be able to use proper form with their feet, with 100% accuracy.

II. Topics and Outcomes

A. Alphabetic keyboarding

a. The students will learn the location of the keys and other functions while they are typing in the course

B. Technique and Form while keying

a. The students will be asked to keep the proper keying position while they are completing the keying assignments in Microtype

C. Current Events in Technology

a. Finally the students will be asked to keep attentive to what is going on in the news dealing with technology and how it is affecting us and changing every day

III. Vocabulary

Respect a respect or reverence for someone or something. In the classroom we give respect to everyone and everything including ourselves.

Cooperation - an act or instance of working or acting together for a common purpose or benefit; joint action.

User Identification Name also called login name, logon name, sign-in name, sign-on name. A unique sequence of characters used to identify a user and allow access to a computer system, computer network, or online account.

Password - a word or other string of characters, sometimes kept secret or confidential, that must be supplied by a user in order to gain full or partial access to a multiuser computer system or its data resources.

Security - precautions taken to guard against crime, attack, sabotage, espionage, etc. especially when dealing with computers.

Copy - to make an exact duplicate of (a file, selected text, etc.) and store in another location or in temporary memory: accessed through several combinations of commands.

Paste - to insert (copied text, images, etc.) into a file: accessed through several combinations of commands.

Cut to remove and store in on file or in memory: accessed through several combinations of commands.

Stability - firmness in position.

Technique - the body of specialized procedures and methods used in any specific field, especially in an area of applied technology and computer programs.

Form the students were to keep proper body placement from their toes up to their where they placed their eyes, they were to have constant vision on their computer screens while typing.

Wi-Fi - a device or other product is compatible with a setof broadband wireless networking standards.

Ethernet - a local-area networkprotocol featuring a bus topology and a 10 megabit per second data transfer rate.

Modem - an electronic device that makes possible the transmission of data to or from a computer via telephone or other communication lines.

Database - a comprehensive collection of related data organized for convenient access, generally in a computer.

Server - a computer that manages centralized data storage or network communications resources. A server provides and organizes access to these resources for other computers linked to it.

Operating System - the collection of software that directs a computer's operations, controlling and scheduling the execution of other programs, and managing storage, input/output, and communication resources.

Windows Vista the type of operating system that Derry placed on all their districts computers.

File Management the process of organizing and managing your computer files from the different programs that you saved them from.

Consolidation the act of reduces or dividing into sections or categories.

Computer Folder files that are used to classify or organize data on a computer.

Technology - the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science.

IV. Individual Differences

The teacher will accommodate for individual differences by:

Step by Step guides for Learning Support students

Microtype skill level differences

Removal of Skin for students with motor skills challenges

V. Motivational Techniques

The following methods will be utilized throughout the unit to enhance learning and increase student interest:

1. Group Activity

The students will work through helping each other calculate their average for their three Microtype skills analysis tests.

2. Microtype Computer keyboarding Software:

Students will go use this software to learn different keying procedures and form when keying.

3. Discussion

What is your favorite vegetable?

What is your favorite TV show?

What is your dream job?

If you could get any car when you turn 16what would it be?

If you could vacation one place in the world where would it be?

If you could learn to do anything, what would it be?

If you could meet anyone, living or dead, who would you meet?

Do you believe that Steve Jobs changed the world, if no why?

And if you think he did, who would you compare him to in history?

VI. Materials Used

Computer with internet access

Microtype

Calculators

Worksheets

Pens/Pencils

Dry erase board/chalkboard

Dry erase markers/chalk and erasers

Paper

Projector

Smart Board

VII. Suggested Evaluation

Class participation and activities

In-class work and computer use / Homework assignments

Completed Microtype assignments

Grading the students individual form when keying, one aspect of their technique will be graded each day of the first nine weeks.

Final Evaluation for Unit

VIII. Time Schedule

Time

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

7:15-7:40

Morning Seminar

Morning Seminar

Morning Seminar

Morning Seminar

Morning Seminar

Morning Seminar

7:40-7:50

Hall Duty

Hall Duty

Hall Duty

Hall Duty

Hall Duty

Hall Duty

7:55-8:41

Computer 6Days 1 4

Computer 6Days 2 5

Computer 6Days 3 6

Computer 6Days 1 4

Computer 6Days 2 5

Computer 6Days 3 6

8:45-9:26

Computer 6Days 1 4

Computer 6Days 2 5

Computer 6Days 3 6

Computer 6Days 1 4

Computer 6Days 2 5

Computer 6Days 3 6

9:30-10:11

Computer 7

Computer 7

Computer 7

Computer 7

Computer 7

Computer 7

10:15-10:56

Computer 7

Computer 7

Computer 7

Computer 7

Computer 7

Computer 7

11:00-11:23

TECH Period

TECH Period

TECH Period

TECH Period

TECH Period

TECH Period

11:27-12:08

Prep Period

Prep Period

Prep Period

Prep Period

Prep Period

Prep Period

12:12-12:38

Lunch Duty

Lunch Duty

Lunch Duty

Lunch Duty

Lunch Duty

Lunch Duty

12:57-1:23

Eat Lunch C

Eat Lunch C

Eat Lunch C

Eat Lunch C

Eat Lunch C

Eat Lunch C

1:27-2:08

Computer 8 Days 1 4

Computer 8 Days 2 5

Computer 8 Days 3 6

Computer 8 Days 1 4

Computer 8 Days 2 5

Computer 8 Days 3 6

2:12-2:53

Computer 8 Days 1 4

Computer 8 Days 2 5

Computer 8 Days 3 6

Computer 8 Days 1 4

Computer 8 Days 2 5

Computer 8 Days 3 6

IX. Appendix

The following will be used as aids in this unit:

Microtype Lessons:

Skills Analysis Summary

Numeric Keyboarding Summary

Numeric Keypad Summary

New Key Review Letter Keys Summary Accuracy

New Key Review Letter Keys Summary Speed

New Key Review Numbers and Symbols Summary Accuracy

New Key Review Numbers and Symbols Summary Speed

Keypad Timed Writings Summary

Middle School

Lessons from the Unit Plan

Lesson 1:

Introduction:

Welcome/ Review procedures for beginning of class (ask students questions about procedures)

Get to know you? What is your favorite vegetable?

Discipline Procedures: Detention Policy

Activity:

Folders/ Labels distribute and then collect them.

User Names/ Passwords

Discuss Networks (all components in the school are connected; everyone logs in; saves files you can access them on any computer in the school)

Discuss network Security (dont tell anyone your password; would you tell someone your locker combination?)

Have students write down their user name in their folders/ agendas.

Discuss passwords

Combination of letters/ numbers

Changing Passwords

Resetting Passwords

Also have them write down their passwords in their folders/ agendas

Application:

Have students login/ logout and them login again on a different computer/ then the same computer (discuss cache memory)

If time allows, set class printer

Closure: Review todays class and ask them all different questions.

Anticipated Disasters and Errors:

Students have a hard time getting into their computers or are new and do not have logins yet.

The students are inattentive and I have to explain things a few times and the class gets held up.

Students are not able to understand what a network is.

Solutions

Continue to teach while Miss Sullenberger gets them their login and password. Also, you could have them work with their partner until then

Stop for a moment, dont speak, and allow the students to have your attention again.

Give a good example and ask them what they are confused about. Also, just try to explain it again slowly, or in another way.

Reflections

The class went well for the first full class I taught. Miss Sullenberger told me that it went well and that I will continue to work on raising my voice to carry across the classroom. The lesson overall went well, and one reason for this is because I was able to jump right in and get experience from the beginning, thanks to Miss Sullenberger.

Lesson 2:

Introduction

Introduction will be the first task when I come into this classroom. I will ask the students how they are doing this morning and if they have any questions.

Discuss what we are going to do for that day from what is one the agenda.

Getting to Know You Question: What is your favorite TV show?

Development

Review discipline procedures (see script below)

Review that we discussed our class code of conduct which emphasizes RESPECT.

Introduce the acronym RACE to students refer to posters in room

Application

Ask students to define acronym

Ask students if they could supply some words that correspond with the ideas in our code of conduct that go with each letter.

R - Respect Yourself, classmates, teachers, equipment

A Attitude Always have a positive attitude come prepared to work school is your job!

C Cooperate Work together with each other be a good neighbor!

(Explain that you will tell students how to be a good neighbor later in class.)

E Excellence Do your best work! Try hard!

Discuss behavior management procedures

Our expectations for your success in this classroom are that you try hard and not be a distraction to other students. Sometimes your behavior falls short of our expectations.

If you violate our classroom code of conduct there are consequences. If you receive a detention for your behavior, you will be required to call home and explain your actions and the consequence to your parents/guardians.

Edline Account Activation (See Handouts that we made from Camtasia)

Review

Ask the students about what the acronym for RACE stands for and what that means in this class and also about the discipline policies.

Evaluation

Explain and ask students how they would log in and see their Grades on Edline

Reflection of the Lesson

Day 2 Period 1

Again I was choppy with my words. However, the volume of my voice was higher and much better. The time should have been known and I would have not have rushed through the class. Make sure that you are taking time at the beginning of class to take attendance.

Sullenbergers Comments: Make sure to take attendance at the beginning of the class.

Day 2 Period 2

The class flowed much better, especially when I was able to discuss the discipline procedures at the beginning of class rather than in the middle. The volume of my voice was great again and the fluctuation is getting much better as I begin to relax. The students were much more attentive and that is because I started right away and didnt give them much time to relax and lose their attention. However, the students did not give any examples, maybe because of the way that I explained it.

Sullenbergers Comments: She said to make sure that you are handling the tardies better and keeping track of the students who are late. Also improve on the way that you pace yourself.

Day 3 Period 1

Brianna Dunlap login is DAMS, which will be fixed for next class. The class flowed much better, than the previous class. My voice again is improving. The smart board was still acting up when the students were doing the RACE acronym activity. For next time I should work on knowing the outline of the lesson so that it does not slow me up when class is going on.

Sullenberger Comments: Work on the pace again and maybe that is focusing on knowing the lesson off memory or by having it sit there next to you out on the desk.

Day 3 Period 2

Class was cut at the end of the period by the assembly. However, we got through everything. I placed Edline at the beginning of class to assure that we would get through all of that. The students cooperated and the class flowed wonderfully. Work on knowing what to say to transition one class section to the next.

Sullenberger Comments: Work on the transitioning from section of class to the next.

Day 4 Period 1

The class opening was good. However, I need to transition better, between one section of class to the next. Tasks for class were completed. I need to slow down because there was a lot of time leftover at the end of class, five minutes specifically.

Day 4 Period 2

The class went to the very end. Many students got error messages, but this was not my. I have to remember that technological issues will happen and it is alright I just have to move on and continue the lesson. Tyler Mastro was not in previous class. So catching him up slowed down the pace of the class and not everything got done. Michael Gaul was not following directions, so I want to keep an eye on him to make sure he follows the directions that are given in class. All the other students got the information so this is not my fault he just needs some remediation.

Lesson 3:

Introduction

Introduction will be the first task when I come into this classroom. I will ask the students how they are doing this morning and if they have any questions about anything from the previous classes.

Discuss what we are going to do for that day from what is on the agenda.

Getting to Know You Question: What would be your dream job?

Have the students log into the computers.

Ask the students if they discussed Edline with their parents. If they did not discuss this with them, its fine because some students do not have computers at home. Explain that this is important for them to access this service.

Development

Discuss with the students why it is so important to keep their folders organized. (Use good examples of concrete objects, like paper folders and filing cabinets.) Then walk them through this process.

Provide a brief overview of the program Microtype and explain that we will be using this in class. Explain that this will require them to create an account, similar to logging into Edline.

Walk the students through the steps that it takes to create an account on Microtype, also explaining how to map their folder back to their My Documents folder.

Application

Have the students create a folder in My Documents.

They can either click on the New Folder option at the top of the screen and or right click inside the window in the white space, then when the drop down menu comes up select New and then New Folder.

Also, have the students create a New Folder in My Documents named Microtype. This will be where all their work will be rerouted to from the Microtype program.

The students will follow the steps that it will take to create an account on Microtype.

Click MT icon.

New User

CAPS lock on

First Name

Skip Middle Initial

Last Name

Their USER NAME is the same as the computer login (JLYNCH)

Class Pick from dropdown list for their class period days after putting in class code.

Send them word document from smart sync with class code.

Copy and paste class code into box

Password is Derry

What is the name of your first pet

Dog

Your data location Select Microtype folder

Review

Review how they will not have to go through this whole process again when they go to log back into the computer. They will just have to type their user name and password again just as they did earlier.

Evaluation

Ask the students why file management on the computer is so important.

Also, ask them how their assignments on Microtype will be saved to their My Documents folder.

Reflection of the Lesson

Day 2 Period 1

During the next class I will make sure to map the students files correctly. Technical difficulties slowed up the class; they had trouble sending their files to the correct username. Send the message at the beginning of class from Smart Sync so that they have it as soon as they come into class. Make sure to reinforce the idea that they should reset their work stations at the end of class. Review the previous class with them next time.

Sullenbergers Comments: She told me to make sure that they understand this and that I should review these concepts with them.

Day 2 Period 2

Make sure that the files are mapped correctly and that the next time they will have the username and password mapped to their documents folders. Again remind them to reset their work stations at the end of class.

Sullenbergers Comments: Also talk with Miss Grey about the students in the class that have learning disabilities to see if she could help in any way.

Day 3 Period 1

There was a great review at the end of class discussing all the things that we covered. Make sure to cover what we went over last period regarding the procedures. The class flowed very well because the students were getting logged in better and they all remembered their username and passwords. Also I am beginning to get more comfortable in front of the class. Andrew needs assistance in all tasks. The students in the front of the room seemed to not be getting the directions, maybe I should turn that way more often so that they get the information and are not struggling with the application and concepts.

Sullenberger Comments: She said the agenda was great calling their attention to the front on the Smart Board. The organization of the class was excellent and the objectives were wonderful.

Day 3 Period 2

The class flowed smoothly and was much better than last class. The steps that they were to follow were given more effectively so that is probably why it went better. Everything in the class is beginning to come second nature and I am picking up on things better. Also the students stayed with me the whole class. I kept the main focus the whole way through the class.

Sullenberger Comments: Explain the Homework assignment better at the end of class.

Day 4 Period 1

The class went much better today, referring to the homework assignment and the procedures that went along with that. The presentation on rolling on your chairs went much better. However, I did not explain Not Applicable.

Sullenberger Comments: Rephrase how I presented the review questions with the students. Scaffold the questions so that you are not just explaining the whole thing to them. The dismissal at the end of class went much better.

Day 4 Period 2

Again everything flowed nicely the whole way through the lesson. Every piece of the lesson plan was covered to an exceptional level. I did not explain Edline until the end of class. But it fit because it did not interrupt any of the class or the flow of the lesson plan; I just moved the time slots around.

Lesson 4:

Introduction

Introduction will be the first task when I come into this classroom. I will ask the students how they are doing this morning and if they have any questions about anything from the previous classes.

Discuss what we are going to do for that day from what is on the agenda.

Getting to Know You Question: If you could get any car when you turn 16what would it be?

Have the students watch the race car video. (http://www.youtube.com/watch?v=gcZqaFJVBZ0&feature=related)

Have the students log into the computers.

Ask the students if they learned anything at Grandview Elementary School about keyboarding techniques and the proper way to key. What were some of the techniques they learned?

Explain to the students that they should watch the video for the proper techniques and how they will relate to what we are doing.

Development

Discuss with the students why it is so important to key properly and why we do not just type however we want to.

Explain to the students the different techniques for typing:

Seating - Position the chair or bench the correct distance from the keyboard by sitting up straight with arms at sides and hands in lap. While in this natural and comfortable position, the student should lift the hands straight up and then measure how far the seat or keyboard should be moved to align fingers with the home keys with arms still in this natural position.

Hands and Wrists - Hands should be placed over the home keys at a natural angle. The angle should be the same as if the person was standing or walking with hands at their sides. Hand position should be symmetrical with wrists flat and relaxed, preferably not resting on the keyboard frame or counter. Resting the wrists definitely restricts finger movement and reach.

Legs and Feet - Upper leg (thigh) position should be symmetrical (not crossed). The students feet should be flat on the ground, creating a solid base.

Head and Eyes - Monitor should be positioned so eyes are looking straight ahead and neck straight, not bent too far forward or back.

(http://www.cwu.edu/~setc/ldtech/docs/Keyboarding_Techniques.pdf)

(The video will be the introduction; the techniques used in the race car will help to relate to the proper techniques for keyboarding.)

Application

The students will watch the video looking for application points that relate to the ability to key with the proper form as related to driving a race car.

The students will then go through the Microtype Skills Analysis activity, which will provide me a better look at where each student is at with their keying skills.

Review

Also, ask them how if they have any questions and if they feel they are improving, or if the skills helped them improve their keying speed.

Evaluation

Ask the students to explain the different keyboarding techniques that we discuss and how they related to the race car driver.

Ask the students why keying skills are so important.

Reflection of the Lesson

Day 2 Period 1

The homework only needs to be five minutes in length for them to finish submitting it online at the beginning of class. Good imagery to build the memory for form when they are keyboarding. The review was good at the end.

Sullenberger Comments: The review at the end was good and the students were very responsive. The private reminder about the home work was good. The video was good as well.

Day 2 Period 2

Chevelle needs moved to assist her, probably to the front of the room. Again the homework should be done prior to class and they should be ready to go. The class was a little choppy but that was mainly due to the fact that there was a time adjustment in the class.

Sullenberger Comments: Make sure that you discuss the average numbers that we are getting from the Microtype activities. Also add in the race car numbers for next class. The visualizing activity was very good and how there are similarities in racing and typing was great as well. Also good reminder about their hall way behavior, and the buddy system. Finally dont say upload because that means something different technically, it should be said submit answers online.

Day 3 Period 1

Only allow students to have five minutes to work on their homework, they were taking too long in that class to submit their parent interviews.

Sullenberger Comments: Again I referred to it as upload; make sure to refer to it as submit answers online.

Day 3 Period 2

When I got back into the internet explorer site I clicked on the one that popped up at the end of the video. This was the wrong video and I did not notice this because I was gathering papers and let it play for about a minute. Make sure to just click Play at the bottom of the screen for the video, to make sure you get the right one.

Sullenberger Comments: The video was wrong however the class flowed well and that did not mess anything up.

Day 4 Period 1

The class flowed well but being that it was the first class of the day it was a little choppy and the students were not as interactive as they were in the previous days.

Sullenberger Comments: The classroom management skills are getting much better and I should just continue to work on these, which comes with experience. Video related perfectly with the stability procedure for keying. The skins should be collected at the end of class and the students should reset their work stations.

Day 4 Period 2

The class went great and Dr. Moore was here to observe and gave me great reviews. I was not nervous when he was here and the class lesson flowed wonderfully. The classroom management skills were great and the students were very cooperative.

Sullenberger Comments: She said that it went great and she did not see anything that we wrong with that class.

Lesson 5:

Introduction

Introduction will be the first task when I come into this classroom. I will ask the students how they are doing this morning and if they have any questions about anything from the previous classes.

Discuss what we are going to do for that day from what is on the agenda.

If you could vacation one place in the world where would it be?

Review the concepts with the students that we discussed the last class period regarding form when they are keyboarding.

Kitty / Tiger Paws

http://www.trutv.com/video/most-daring/beast-wars.html

http://www.youtube.com/watch?v=ANU7Jwa9kEE&NR=1

Have the students log into the computers.

Development

Cover with the students the racing theme for the class and how we will carry these concepts through the course. Explain to the students the Pit Crew procedures and how this will be done every class period. Also, explain that they have to choose a number that they would have on their race car.

Discuss with the students the proper use and procedures when it comes to using the head phones and how to properly put them away at the end of the period. Then explain to them how you can adjust the volume on the computer.

Finally, explain the lesson activities that the students will go through next class after they finish the skills analysis test on Microtype. Explain the way that there will be a video to follow as they complete each step of the lesson. Also, explain that they will have to follow each step and use proper techniques that we will reinforce each class and on the videos within Microtype.

Explain that along with the Microtype lessons they will go through they will be graded on their form each week, and every class there will be a different focus.

Application

We will review the last class period and the concepts that we discussed.

The students will finish the skills analysis test that we began the week before, while they are focusing on the skills that we reviewed and focused on this week.

Review

Students will recall the concepts regarding hand and finger placement on the keys that we focused on at the beginning of the class.

Also, the students will be able to understand the procedures for the distribution and cleanup of the class and their responsibilities.

Evaluation

Ask the students to explain the different keyboarding techniques that we discuss and which ones we focused on this period.

Ask the students what the different procedures are for distribution and cleanup in the classroom.

Pass out Racing to Win Guides for students to take home and review with their parents.

Reflection of the Lesson

Day 5 Period 1

Great videos for the class. However, the one video did not work, so a reminder for next time to test the video before class. The other video was just fine though and it related to the content and got the students engaged.

Sullenberger Comments: Classroom Management skills are continuing to develop and the videos for the lesson were great. The lesson plan was wonderful.

Day 5 Period 2

The video was not found for this class and I was forced to just move on and not show the video to the students. The class was cooperative and they got the next set of their skills analysis done.

Sullenberger Comments: She said if I am going to play a movie in class I must make sure that I have this ready to go and that it works. This is important due to the fact that technology does not always work properly.

Day 6 Period 1

The presentation on the proper keyboarding skills was presented much clearer and it was great to cover that again. The video was saved in My Favorites so it was accessible for the rest of the classes. The lesson flowed well and the students were able to get through the Skills tests.

Sullenberger Comments: She thought the presentation of the keyboarding skills was great and how I pointed out the proper techniques.

Day 6 Period 2

The class flowed well again for this period to. However, the students were much slower and there were a few learning support students in this class so the class got interrupted.

Sullenberger Comments: Just make sure to be pacing yourself well so that those students who struggle will be able to keep up with you.

Day 1 Period 1

The homework process took way too long and the class did not get through the skills analysis tests. At the end there was plenty of time to cover the content that I did not get to.

Sullenberger Comments: The home work took way too long to check. However, at the end of class there was a good review, and specifically the posture explanation was great. Also the engagement of the students was kept and held till the end.

Day 1 Period 2

The students were not as attentive in this class and it kept others from getting their work completed. The students need to be told but sometimes I should let them go and stop themselves. Also at the beginning when I am working on attendance I should have been talking to the students to get their attention.

Sullenberger Comments: She told me to learn how to fill the time when there is something that is keeping you from starting class.

Lesson 6:

Introduction

Introduction will be the first task when I come into this classroom. I will ask the students how they are doing this morning and if they have any questions about anything from the previous classes.

Discuss what we are going to do for that day from what is on the agenda.

If you could learn to do anything, what would it be?

Review the concepts with the students that we discussed the last class period regarding form when they are keyboarding.

Kitty / Tiger Paws

Also review the Pit Crew with them

Have the students log into the computers

Development

Cover with the students the racing theme for the class and how we will carry these concepts through the course. Discuss with the students the way we will calculate the skills analysis scores in order to properly place them in the right race series level for them. Explain to them the way that you will calculate an average.

Discuss with the students the Race to Win Guide and walk through reading the guide with them. Then, have them read the rest of this on their own.

Finally, explain the way that they will all be assigned a number of their own choice. These numbers that they choose will be their race car numbers, they will have these on their folders and they will have to take these home and decorate them and bring them back in to put on their folders.

Application

We will review the last class period and the concepts that we discussed.

The students will finish the skills analysis tests if they do not have them all completed.

As a class we will calculate the average of all three of our skills analysis scores. Then, we will be able to figure out what series level the students will be placed in for the Microtype lessons.

The students as a class will read through the Racing to Win Guide, and also read independently.

Finally, if the students have time they will begin to cut out their race car numbers.

Review

Students will review the concepts we reviewed from the last class.

Also, the students will be able to understand the steps that it takes to calculate an average, just as we did with the Microtypes Skill Analysis tests.

Evaluation

Ask the students to explain the different keyboarding techniques that we discussed the last class.

Ask the students what the different procedures are for distribution and cleanup in the classroom and review the concepts to reinforce them.

Ask them how they can calculate their averages.

Ask the students to explain some of the things they read about in the Race to Win Guide.

Reflection of the Lesson

Day 2 Period 1

This class went smoothly and the students got through all their skills analysis tests. They were able to calculate their averages and circle them on their sheets. I had them place them in their folders. The beginning of the class the students seemed timid and they had to be asked several times to get started with the tasks that were on the Bell Ringer. For this class I will make sure to work on the students tasks at the beginning of class.

Sullenberger Comments: The class was shortened and the students needed more time to work on their assignments, dealing with the race car number.

Day 2 Period 2

This class went just as smooth, but there was a student at the beginning that was tardy and received a detention for this. The students in this class did not have their skills tests done because of the glitch on the computer. The class was a little choppy and the students were very not very awake. So after I got done with the reading section I asked them if they were about to fall asleep to get their attention. For this class work on getting the students upbeat and motivated and ignore small bad behavior from students, although make sure to reprimand those students that are continuously misbehaving.

Sullenberger Comments: In this class there was a student who was not very responsive with questions so Miss Sullenberger told me to handle it this way. When Dave said, I dont have an answer tell him, that is not a very good answer, or that he needs to come up with something.

Day 3 Period 1

The students were not being on task, so I had to stop the class and get their attention and make them listen to what I was saying. Then once I was able to get their attention they sat up and were cooperative. I was able to get through the lesson as planned. I did not get to the race car numbers, which is perfectly fine because they will be able to work on these the next class. I was trying not to go too fast, because the students would not be able to retain the information from the Race to Win guide. The students gave great examples as well of averages and they understood what this was.

Sullenberger Comments: She thought the class went well and when I called the attention of the students that was great.

Day 3 Period 2

This class went as planned as well. However, in this class the students were much more attentive and they gave great examples which helped the class move along faster and smoother. The students in this class did not know what an average was so I had to go back and explain this to them. I will cover this again and make sure that they are able to understand these concepts next class.

Sullenberger Comments: She also thought this class was great, she likes how I am getting through the content with the students at a good pace and not rushing through it with them. Also she commented that the race car numbers will fit well in the next lesson for these students.

Day 4 Period 1

The students in this class were very cooperative and listened. I did not have to correct them to give them and bring their attention to me very often. Also the lesson flowed very smoothly. In this class I made a modification by using the Smart Board to explain how to calculate the students average scores. This was great and it allowed the students to see the information more objectively. The students provided great examples. Again I was not able to get to the race car numbers which was really a modification to the class because there was just enough time to get the race guide done, which I really wanted to have the students understand.

Sullenberger Comments: She was in meetings all day. The substitute did not need to help really. She was pleased she said with how the classes went.

Day 4 Period 2

The students were again very cooperative. However, in this class there was one student who was trying to sleep so I just had to keep an eye on him and make sure I was keeping him on track. The students gave great examples and the Smart Board was a great modification to the classes I taught earlier. I really feel the students understand statistics and average. Finally we did not get to the race car numbers which we will tackle next class. The students were able to complete everything else though.

Sullenberger Comments: She was in meetings all day. The substitute did not need to help really. She was pleased she said with how the classes went.

Lesson 7:

Introduction

Introduction will be the first task when I come into this classroom. I will ask the students how they are doing this morning and if they have any questions about anything from the previous classes.

Discuss what we are going to do for that day from what is on the agenda.

If you could meet anyone, living or dead, who would you, meet?

Review the concepts with the students that we discussed the last class period regarding form when they are keyboarding and also the Race to Win Guide.

Choose a few students for the pit crew so that they can pass out the speed skins and take attendance.

Have the students log into the computers.

Development

Cover with the students the racing theme for the class and how we will carry these concepts through the course. Discuss with the students the Race to Win Guide and review the major concepts. This will be the time when the power will be out for class.

Explain to the students what is expected for the race car numbers and how they should place them on their class folders.

Finally, explain the lesson one assignment that the students will complete for this class. Cover the instructions in order for them to complete the first lesson. Remind them that they may not complete the entire lesson but to send their files after they are done.

Application

We will review the last class period and the concepts that we discussed from the Race to Win Guide.

The students after we are completed with the review will work on their race car numbers that they started the previous class. They will paste them to their class folders.

As the students complete their race car numbers they will have start on the lesson one assignment in Microtype.

Finally, the students at the end of class will need to make sure to log off and send their data from Microtype as they close out of the program.

Review

Students will review the concepts we reviewed from the last class.

Also, the students will be able to understand the information that was provided in the Race to Win Guide.

Finally, review what the students did in the Microtype lessons.

Evaluation

Ask the students about the Race to Win Guide and make sure they understand the information.

Ask the students if they have any questions about the Microtype lesson.

Reflection of the Lesson

Day 5 Period 1

The students were very cooperative and they were able to get their numbers on their folders and we also reviewed the Race to Win Guide. The students did not bring this back to class with them, so that made it very challenging. In the future I need to make sure that the students are cooperating with home work skills. The class overall went very well and the students are getting to the Microtype lessons. This class will get to that point next week.

Sullenberger Comments:

Day 5 Period 2

This class was very cooperative as well. I was able to get all the learning support students to stay with the class and be right on top of the tasks. Maybe next time I can provide the learning support students with individual directions for the class, so they have something to look at. Also the students were not able to get to the Microtype lesson either; there was just not enough time. Next class they will log in and get a user name for microtype and then start working on their lessons.

Sullenberger Comments: Try not to use Ok all the time!!

Day 6 Period 1

The students cooperated as well in this class at the beginning. However, the students were not attending to the Smart Board for the Bellringer which provides them with instructions for the beginning of class and it gives them the objectives for that day. I will have to reinforce this each and every class. This class began working in Microtype and the students were very good while working in these lessons. I will have to continue to work on form with them. Also during the time when they were cutting out their race car numbers they got a little rowdy. I will have to continue to reinforce the no talking while I am talking policy. Finally, I forgot to send down the attendance sheet in the morning, so I have to remember to do this.

Sullenberger Comments: Try not to use Ok all the time!!

Day 6 Period 2

This class flowed just as well. However, again the students continue to talk while I am talking, so I need to continue to work on my classroom management skills. Also the students quickly got their race car numbers done and they began working in Microtype. They all got to about the 3rd section in the Alphabetic Keyboarding lesson under Lesson 1. Next class I will move on to Lesson 1 and tell them this has to be finished by the end of class.

Sullenberger Comments:

Day 1 Period 1

The class opened very slowly and the students were not awake answering questions and I was forced to repeat myself as I worked through the lesson. However, the students were cooperative as they worked on cutting their race car numbers out. Also they were all able to work on Microtype and get logged in.

Sullenberger Comments: She told me that the beginning of class was slow and needed to be speed up. Also when I am speaking I need to work the pronunciation of words, so that the students can understand what I am saying during class.

Day 1 Period 2

I feel the class went just as well as the first one. However, in this class there was a student who was not able to get logged into her computer. So next class I will get her logged in and have her redo the registration process if need be.

Sullenberger Comments: Clear and distinct announcements. Dont explain as much in directions, short and clear. Ask them what we are going to do, by what you told them. Work through the directions with them. Before talking work on getting their attention, talk loud and then start talking lower so they have to work on it. Getting their attention by stop talking was good. Developing awareness of what is going on in classroom.

Lesson 8:

Introduction

Introduction will be the first task when I come into this classroom. I will ask the students how they are doing this morning and if they have any questions about anything from the previous classes.

Discuss what we are going to do for that day from what is on the agenda.

http://video.nationalgeographic.com/video/player/

http://www.chicagotribune.com/video/breaking/chi-video-massive-fire-and-explosions-at-texas-plant-20111003,0,1813749.htmlstory#start

Choose a few students for the pit crew so that they can pass out the speed skins and take attendance.

Have the students log into the computers.

Explain to the students that they need to be logging into Microtype and that they will be working on Lesson 1 and then moving on to Lesson 2 once they are ready. Do not tell the students this so that it does not rush them. Also for certain classes you may have to walk students through the registration process.

Development

For a few of the classes there are some students they may need their Microtype registrations done again, so take care of that when this is needed.

Explain to the students what is expected while they are working in Microtype. They should be following and working on all the types of form that we have covered for the past few classes.

Finally, explain the lesson one assignment that the students will complete for this class. Cover the instructions in order for them to complete the first lesson. Remind them that they may not complete the entire lesson but to send their files after they are done. Although for those students that are quicker than others, they may move on to the next lesson. However, you should not push the students through the lessons rushing their work.

Application

We will review the last class period.

The students after we are completed with the review will work on their lesson 1 assignment in Microtype.

Some classes may need to have to fill out their registrations again for the microtype program and make sure to map it back to their folder they created.

As the students complete their lesson 1 assignment in Microtype, they may finish so they will have to move on only if they are done.

Finally, the students at the end of class will need to make sure to log off and send their data from Microtype as they close out of the program.

Review

Students will review the concepts we reviewed from the last class.

Also, the students will be able to understand the information that was provided in lesson 1 of Microtype.

Finally, we will continue to work on good technique.

Evaluation

Ask the students about the Race to Win Guide and make sure they understand the information.

Ask the students if they have any questions about the Microtype lesson.

Also make sure to always be evaluating the students on their form and pick a form to evaluate them on tomorrow.

Reflection of the Lesson

Day 2 Period 1

The students cooperated with the news question and introduction to the class. However, the computer program, Microtype, was not working very well at all. The class had to wait until Miss Sullenberger and I registered them all over again. This was very inconvenient and did not allow the students to get into Lesson 1. So next class we must get the registration taken care of at the beginning of class and then get them started in lesson 1.

Sullenberger Comments: The computer issue was not my fault but the students needed to listen and behave while I was figuring out the problem. Also when something happens that interrupts the class, whatever it is, I need to be calm and collective and try to keep the class on track with what we are doing.

Day 2 Period 2

Again we had to redo the students their registrations. However, in this class the students had enough time to get into their lesson 1 activity. They were able to get caught up and get about five minutes of work done in Microtype. This class will be able to get into Microtype and get started. This class still needs to have their registrations fixed.

Sullenberger Comments: The same problems in this class with having the computer issues in Microtype. The students were much better in this class and the students were able to get logged in. Also the news and current events video activity at the beginning was really good and it got the students involved.

Day 3 Period 1

Today went very well and the students seemed intrigued by the iPhone video clips and also they participated during the discussion. All the students were able to get logged in with ease; even Dylan the learning support student didnt have any issues.

Sullenberger Comments: The students cooperated very well with the videos. The only suggestion that she had was to ask the students analysis questions so that they have to think about an answer not just give short answers or even yes or no responses.

Day 3 Period 2

The students were again very cooperative and were able to discuss the videos and get logged into the computers and Microtype. There were no behavior issues with this period and all the students seemed to be listening and trying to keep good form.

Sullenberger Comments: Again she thought that the class flowed well and that they students were very cooperative with the lesson. I will just try and work on getting the students to analyze the questions that I ask and before lead them with questions that force them to think critically.

Day 4 Period 1

The class went well, the students were cooperative and they were not distracted by anything. However, many of the students were not paying attention to the directions that I was giving. They were not keeping good form with their wrists of the table. Also the students that had their registrations messed up I helped to get them fixed.

Sullenberger Comments:

Day 4 Period 2

The class was more attentive and they were listening to the form much better than the previous class. Also the students were working quietly while I fixed a students registration. One student did have an outburst at the end of class and I had him stay after. The student was upset because he was not doing well. I told him to relax and realize that he would continue to get better and better.

Lesson 9:

Introduction

Introduction will be the first task when I come into this classroom. I will ask the students how they are doing this morning and if they have any questions about anything from the previous classes.

Discuss what we are going to do for that day from what is on the agenda.

Steve Jobs Video

http://www.msnbc.msn.com/id/3032619/#44809324

Do you believe that Steve Jobs changed the world, if no why?

And if you think he did, who would you compare him to in history?

Choose a few students for the pit crew so that they can pass out the speed skins and take attendance.

Have the students log into the computers.

Explain to the students that they need to be logging into Microtype and that they will be working on Lesson 1 and then moving on to Lesson 2 once they are ready. Do not tell the students this so that it does not rush them. Also for certain classes you may have to walk students through the registration process.

Development

For a few of the classes there are some students they may need their Microtype registrations done again, so take care of that when this is needed.

Explain to the students what is expected while they are working in Microtype. They should be following and working on all the types of form that we have covered for the past few classes.

Finally, explain the lesson one assignment that the students will complete for this class. Cover the instructions in order for them to complete the first lesson. Remind them that they may not complete the entire lesson but to send their files after they are done. Although for those students that are quicker than others, they may move on to the next lesson. However, you should not push the students through the lessons rushing their work.

Application

We will review the last class period.

The students after we are completed with the review will work on their lesson 1 assignment in Microtype.

Some classes may need to have to fill out their registrations again for the microtype program and make sure to map it back to their folder they created.

As the students complete their lesson 1 assignment in Microtype, they may finish so they will have to move on only if they are done.

Finally, the students at the end of class will need to make sure to log off and send their data from Microtype as they close out of the program.

Review

Students will review the concepts we reviewed from the last class.

Also, the students will be able to understand the information that was provided in lesson 1 of Microtype.

Finally, we will continue to work on good technique.

Evaluation

Ask the students about the Race to Win Guide and make sure they understand the information.

Ask the students if they have any questions about the Microtype lesson.

Also make sure to always be evaluating the students on their form and pick a form to evaluate them on tomorrow.

Reflection of the Lesson

Day 5 Period 1

This class needed to have their registrations reset and while that was going on the students had a chance to work on their race car numbers for their folders. The students were very cooperative and they were all able to get their folders done. At the end of the day the students and I went through a keying activity in Microsoft Word, that I came up with. I had them working on the home row.

Sullenberger Comments: Good activity and the technology issues were not my fault so there were no issues there, I filled the time nicely.

Day 5 Period 2

This class was good. All the students were abl