Instructing+in+a+Technology+Rich+Environment

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=Instructing in a Technology Rich Environment=

• The objective of this workshop is… • During the workshop we will… • Upon completion of the workshop you will be able to…
 * Clarifying**

The wireless procedures were reviewed with participants. Wireless codes are posted for participants to see and all participants are online. Participants assisted one another when getting online.
 * Connecting to the Internet**

• Facilitator reviewed the outline of the day and informed participants about what they can expect • Facilitator informed participants when and where breaks should occur.
 * Daily Agenda and Breaks**

//Tell and Show Participants// — Facilitator tells participants what he is going to do. --I am going to show you how to... — Facilitator shows participants what they are going to do. --Watch as I...
 * Teaching**

//Walk Participants Through Activity// — Facilitator walks participants through the activity, step by step. — Facilitator does not repeat for slower learners more than once and provides additional support during conferring time. — If walking through an activity a second time, facilitator has faster learners engaged in practice, exploration or a differentiated activity. — Facilitator is able to take a pulse of the room addressing both those who learn better following step by step, and those who learn better by exploring.

//Try it and Show Me// — Facilitator lets participants try the activity on their own. --Whenever possible, facilitator gives participants the opportunity to teach each other. — Facilitator has participants show that they've “got it" by asking participants to lift up their laptops and “show” and/or project their work.

Share Give the participants an opportunity to share their work with their peers. - This celebrates their accomplishments. - It allows them to copy best practices from each other. "Show me how you did that!" - It encourages them to realize that if their neighbors can do it, so can they.

Facilitator allows for sharing of discoveries. • Conversation prompts: — “What I learned was…” — “What I discovered on my own…” — “Experiences I’ve had or envision having…”

Recording and disseminating sharing/reflecting: — Facilitator models taking notes in appropriate applications i.e. Notebook, Journal, OneNote, Word, or PowerPoint as these are brought up and project them on the screen as you do it. — Facilitator records responses as appropriate and shares with participants via discussion board, email, posting to a space, etc.

• Facilitator does not touch participant's laptops. — Doing the work for the participant doesn't strengthen their skills. Doing the work themselves, does. — If facilitator must touch a participant's computer due to extenuating circumstances, s/he asks permission.
 * If a participant needs assistance**

> — Proper file management, inking on websites, using Tablet pen (if applicable), projecting participant work, toggling between pages, etc. > — Ensure participants are using laptops to take notes.
 * Modeling Best Practices**
 * Use, model and remind, participants of best-practice laptop use when presenting


 * Facilitator has set up a folder or space for their class, saving any documents, thoughts, ideas for the class that are digitally accessible to participants.


 * Setting the Right Tone**
 * Facilitator respectfully manages the classroom. When teaching in a technology-rich environment facilitators must struggle to keep participant's attention focused where it needs to be. This is part of the facilitator's job as a classroom manager. It is very easy for participants to get distracted by email, interesting sites, IMing, etc. Never chastise participants for not paying attention, but rather set the ground rules up front, remind participants of where they should be and employ classroom management techniques such as "close and focus," "show me," etc. It is important that facilitators speak to participants with respect at all times.
 * Participants end the workshop feeling they learned what they need, not that that there is so much more they haven't learned. Participants feel good and confident about a few new tools or skills they have. Less is more.
 * Facilitator does not assume participants will be in attendance at other activities. When participants leave they should feel they got what they need to take their work further, while whetting their appetite for more.

> Note: You may want to use masking tape to indicate where the projector should stand and where the whiteboard should be placed.
 * Using a Projector and Posting Work**
 * Facilitator has arrived early to set up projector and laptop.
 * Facilitator has ensured the projector is set up to project as large an image as possible.
 * Facilitator does not stand in front of the projector. (This sounds obvious, but you'd be surprised!)
 * Facilitator captures participant feedback by posting (to a wiki, blog, collaborative doc, bulletin board, website, discussion board, etc.) and projecting their work and ideas
 * Facilitator projects participant work as appropriate.

Facilitator groups participants in the following ways, as appropriate: — People who are using the same devices. — People from the same school. — People who share the same expertise. — People who seem to know more with those who know less. — People who share different areas of expertise. — Right shoulder partner, then left shoulder partner.
 * Grouping Participants for Instruction**

If team teaching, the facilitator incorporates the following as appropriate:
 * Team Teaching:**

__Technology-based Classes__ •One facilitator acts as the primary instructor for a particular session. •One facilitator assists participants. •Facilitator roles are alternated as appropriate.

__Content-based Classes__ •One facilitator serves as the content expert. •One facilitator serves as the technology expert. •Facilitators determine in advance who will lead instruction during each part of the session. •Facilitators co-teach certain parts of a session as appropriate with one person teaching while the other demonstrates, or one facilitator lead and the other assists as it makes sense for the session.

• Class evaluation surveys are reviewed at the conclusion of the PD. • Agenda is reviewed at the conclusion of the PD. • Revisions are discussed at the conclusion of the PD. • Revision recommendations are captured at the conclusion of the PD.
 * Following Class**