Get+Going+with+Microsoft+Excel

=SESSION TITLE:Get Going With Microsoft Excel=

Microsoft Excel is an electronic notebook that allows you to perform scientific and other calculations effortlessly. Once you learn a few basics you can become a productive user very quickly.
 * SETTING THE STAGE**

//In this session, participants will learn how to navigate between worksheets and workbooks.//
 * Session Overview**

//What is a workbook? What is a worksheet? How can I work with more than one at the same time?//
 * Focusing Questions**

The following materials are used in this session: -Laptops -Projector -Smartboard if available
 * 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: //"Your teachers (especially Math and Science) have been telling me that you need to know how to use spreadsheets and navigate and manipulate data between more than one at a time. "// "Today I'm going to show you how to navigate between worksheets and workbooks and move data from one to another so you can help your teachers and fellow students work more efficiently whenusing Excel.."
 * Framing the Session**

//"Let's say that you are given some statistics or information and you are asked to find different outcomes using the same data. You have to show each result separately yet somehow they must all be linked. Does anyone know how to do that?"//
 * Teaching**

Solicit ideas from students as to how they might accomplish this task and write on board or type on laptop for all to see. "Okay, I see that some of you have great ideas and we will try using some of them during our work time." //“Watch me as I show you how to create different workbooks and worksheets and navigate them"//

"Who can tell me the difference between a workbook and a worksheet?" Solicit answers.

Explain as you demonstrate the following: 1) When you start Excel a blank __workbook__ named Book 1 appears.(Start, Programs, Microsoft Office, Microsoft Excel). Go to slide with picture of open workbook page to demonstrate the parts of a worksheet. 2) The __Workbook__ contains three __worksheets__ named Sheet1, Sheet 2 and Sheet 3. Explain to students that it is just like a notebook with different pages pertaining to the same topic. 3) You can add or remove worksheets from the workbook. (Right click on Sheet1, pop up menu to add, remove or change order of worksheets). 4) You can copy information from one worksheet to another or from one workbook to another. 4) A workbook can contain as many as 255 worksheets.

__Navigating Between Worksheets:__ There are two ways to navigate between worksheets: 1. Press Ctrl+PgDn to go to the next sheet or Ctrl+PgUp to go back. 2. Use the tab scrolling arrows in the botton left corner of workbook. 3. Click on the sheet tab.

Guide participants through the process of: //“Now it is your turn to try it. Give me some examples of when you would have a workbook with several different worksheets. Let's create one on the smartboard or laptop to demonstrate.”//
 * Guided Practice**

Select one of the ideas that the students came up with and watch as they practice navigating to the different worksheets. Have them create another workbook and navigate between the two.


 * 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 30 minutes to create two separate workbooks and swap information from one to the other, and then we will come back together and share.”//
 * Getting Started**

Download or distribute data sheet for work time.
 * Participant Activity**

Participants will... __Step 1:__ Open Microsoft Excel and create spreadsheet workbooks with the given information. __Step 2:__ Rename sheets in Workbook 1 and save to My documents. __Step 3:__ Copy information from Sheet 1 to Sheet 2 and 3 (Click in grey cell to the left of column A to highlight entire sheet, click on sheet 2, cell A1, click Edit, paste. Click on Sheet 3, cell A1, press Enter. __Step 4:__ Click on Insert in menu bar, Worksheet, to add another worksheet. Rename new sheet. __Step 5:__ Transfer all information from first to second workbook.

Circulate around the room and confer with participants. Try to guide students to understanding how they can use this in the classroom.
 * 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. Ask students to cite examples of times when this skill would have been effective in the classroom or instances that they can foresee using this in the future.
 * Share**

Author: Gloria Nelson Email: gnelson@schools.nyc.gov School/Employer: PS/IS 268Q Title: Instructional 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**