Get+Going+with+File+Management+for+MACs

= = == =Get Going with File Management for MACs=


 * Get Going with File Management for MACs**

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

Session Overview
 * In this session, participants will learn how to set up folder structures on their computers and will create systems to organize their materials.**

Focusing Questions
 * How do I organize the files and folders on my computer?

How can I create a system to organize my files?**

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

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

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

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

Remind participants that they know how to download pictures, music and files from the internet, and sometimes they create their own new files in Word or Powerpoint. Tell them that they will now learn to keep these resources well organized, so that they can help other students and teachers to organize their files:

“As you begin to download resources and create your own materials, you will need to organize them. In the same way that you have a filing system for your papers, you will need to manage your digital resources and materials.

“In this session you will learn how to organize your computer so it is easier to find files and downloads.”**

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

“A storage device (hard drive, floppy disk, CD-ROM, external drive, thumb drive, etc.) contains files and folders. A folder, which looks like an actual file folder on the computer screen, is a directory that can store files as well as additional folders, which in turn can store additional files and folders, and so on. This lets us organize our files into a folder system, so that we can always find our work stored just where we left it.”

Show the picture of the Finder window and explain that the Finder window is where you can find things on the Macintosh computer.

Explain that there are different ways in which to view your files in the Finder window, and that each person should use the one that makes the most sense to them. Demonstrate how to change between list, columns and icon views.

• List View – In this view, you see your files, folders and applications listed in alphabetical order, and it also gives you the file size and date created. If you click on a folder, you are only able to view the contents of that folder. • Column View - In column view, the files, folders and applications are still listed in alphabetical order. If you click on a folder, its’ contents will show in the next column so that you can see where/how you are navigating. The files size and date created is not included. • Icon View – In icon view, the icon or picture associated with the file or application is shown. The file name is listed underneath, but they are not in alphabetical order.

Show a sample folder that contains both files and other folders. Model the process of creating a new folder and dragging files into it:

"This is one of my folders. When I begin work on a new topic, I create a new folder where I store all of my files related to that unit. This folder is for my unit on iSquad. I am double-clicking on the folder to open it. Inside you can see that I have several files. I also have a subfolder called ‘iSquad Attendance,’ where I keep all of the class attendance records.

“Several of the files in the ‘iSquad’ folder are handouts and worksheets for this class. I think that I will create a new subfolder called ‘Worksheets.’ I just select “New Folder” from the File menu in the Finder application or press Shift-Apple-N. You can see that the words “untitled folder” are in blue, which means they are highlighted for you. If you start typing, the words “untitled folder” will automatically be replaced with the new name. Now I will drag some of the worksheet files into my new ‘Worksheets’ folder. There, now my files for the iSquad are much better organized and easier to find."

"Sometimes it is easier to find your folders if they are color-coded. Colors can be used to group things together and set them apart. Watch as I change the color of one of my folders by first highlighting the folder, and then choosing a color from the File Menu in the Finder Window."

Invite participants to think about how they would like to organize their own files:

"In a few minutes you will have an opportunity to work on setting up a folder structure on your computer. Before you begin, you should think about ways that you might want to organize your files. You may choose to set up your digital folders to reflect your paper-filing system or you may choose a different method. You saw that I created a separate folder for each topic. What are some other ways you could organize your files?" • Solicit ideas for file/folder organization. • Record participants’ ideas in the provided PowerPoint slide.

Have each participant write down the names of the folders he or she would like to create, along with any subfolders.**

Guided Practice
 * Guide participants through the process of creating and organizing folders.

“Now it is your turn to try it.” Have participants follow and duplicate your actions as you create a new folder and drag other documents into it.**

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

Getting Started “Take the next 20 minutes to create your own folders and drag some of your documents into them and then we will come back together and share.”**
 * Tell participants what they will be doing during their work time, and how much time they have:

Participant Activity 1. Create subject area folders for each of their classes. 2. Drag documents, pictures and other downloads into the folders to help organize them. 3. Change the colors of their folders. 4. Practice switching between folder views in the Finder window.**
 * Participants will...

Facilitator Conferring
 * Circulate around the room and confer with participants. Suggest that students create a new document and practice saving it in one of the new folders.

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

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

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

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

TEMPLATE DESCRIPTION

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

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

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

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

Resources
 * 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.**

Framing the Session
 * 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.**

Teaching
 * 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.**

Guided Practice
 * 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.**

Getting Started
 * 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.**

Participant Activity
 * 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.**

Facilitator Conferring
 * 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.**

Share
 * 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.**

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

ACKNOWLEDGEMENTS Email: edrago@schools.nyc.gov School/Employer: 10X118 Title: Technology Coach**
 * Author: Elizabeth Drago


 * 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**