Get+Going+with+File+Management+for+MACs,+2+of+2

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 * SETTING THE STAGE** //(To be reviewed before the session begins.)//

In this session, participants will learn how to create, find and color-code files, folders and applications on their computer.
 * Session Overview**

How do I find files, folders and applications on my computer?
 * Focusing Questions**

The following materials are used in this session: -Laptops -Projector - Interactive Whiteboard (optional)
 * Materials**

The following resources are used in this session.
 * Resources**

INSTRUCTION //(Typically lasts about 20% of session.)//

Give participants an introduction and purpose/reason why you are teaching this session:
 * Framing the Session**

Remind participants that in the last lesson they learned how to create a system to organize their files and folders on their computer.

“In the last session, we learned how to organize our computer so it is easier to find files and downloads.”

“In this session you will learn how to find files, folders and applications on your computer.”

Invite participants to think about how or why they might use the Spotlight search tool:

"In a few minutes you will have an opportunity to use the Spotlight search tool.” • Solicit ideas for when they might use the search tool. • Record participants’ ideas in the provided PowerPoint slide.

Remind the students how file storage is organized on the Macintosh systems:
 * Teaching**

“In the last session, we learned that the Finder window is where you can find things on the Macintosh computer. But what if you can’t remember where you put a file or what you named it? On the Macintosh, there is a feature within the Finder window call “Spotlight”. Show the students where the spotlight feature is in the Finder window.

"This is the Spotlight search tool. If I want to find a file, like my iSquad folder, I simply type in the word “iSquad”. Spotlight brings up all of the files, folders and applications that contain the word iSquad. You can see that the date and time each document was created is listed to the right.

“If you click on one of the documents, you can see where it is located by following the ‘breadcrumbs’ at the bottom of the window. " Explain to students how to use the breadcrumbs to find their document.

“If you can’t remember the name of what you are looking for, you can do something called a ‘key word’ search. For instance, if you were looking for your paper about Egypt, you could type the word Egypt. Even though your paper is named “Pyramids”, the computer will find it because the paper has the word Egypt in it.”

Guide participants through the process of finding files.
 * Guided Practice**

“Now it is your turn to try it.” Have participants follow and duplicate your actions as you type the word “Smart” in the Spotlight search tool. Take a minute to discuss what they found.


 * WORK TIME** (Typically lasts about 60–70% of session.)

Tell participants what they will be doing during their work time, and how much time they have: “Take the next 20 minutes to search for your own folders, files and applications.”
 * Getting Started**

Participants will... 1. Practice searching for documents on your computer. 2. Find the folders we created in our last session. 3. Notice where they are located.
 * Participant Activity**

Circulate around the room and confer with participants. Suggest that students search for documents they create in another class by using the “Key word” search.
 * Facilitator Conferring**

Take note of particularly good examples of work that can be presented during the Share.


 * SHARE** //(Typically lasts about 10–20% of session.)//

Ask selected participants to share particularly good examples of their work. Lead a discussion about how this work addresses the focusing questions.
 * Share**

Author: Elizabeth D. Email: School/Employer: 10X118 Title: Technology Coach
 * ACKNOWLEDGEMENTS**


 * TEMPLATE DESCRIPTION**


 * Each session contains the following components and can be conducted in 45–60 minutes:**

This is a concise summary of the session, and how it fits into the training series as a whole.
 * Session Overview**

These are the specific questions that guide the session. The purpose of the session is to address these questions.
 * Focusing Questions**

This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
 * Materials**

All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
 * Resources**

The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
 * Framing the Session**

This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
 * Teaching**

Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
 * Guided Practice**

The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
 * Getting Started**

Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
 * Participant Activity**

As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
 * Facilitator Conferring**

Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
 * Share**

This section acknowledges those who contributed to the creation of this session.
 * Acknowledgements**


 * TEMPLATE DESCRIPTION**


 * Each session contains the following components and can be conducted in 45–60 minutes:**

This is a concise summary of the session, and how it fits into the training series as a whole.
 * Session Overview**

These are the specific questions that guide the session. The purpose of the session is to address these questions.
 * Focusing Questions**

This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
 * Materials**

All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
 * Resources**

The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
 * Framing the Session**

This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
 * Teaching**

Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
 * Guided Practice**

The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
 * Getting Started**

Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
 * Participant Activity**

As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
 * Facilitator Conferring**

Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
 * Share**

This section acknowledges those who contributed to the creation of this session.
 * Acknowledgements**