Get+Going+with+Shortcuts+and+Hotkeys

=Get Going with Shortcuts and Hotkeys=

//In this session, students will learn about shortcuts and hotkeys to improve the efficiency with which they use the computer//
 * Session Overview**

//What are shortcuts or hotkeys? How do they help when using the computer?//
 * Focusing Questions**

The following materials are used in this session: -Laptops -Projector
 * Materials**


 * Teacher Materials**


 * Students Materials

PC**


 * MAC**

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

Using the mouse is a powerfull way to use the computer. Using hotkeys is as well. It can help increase the speed with which you do ordinary tasks on the computer. I'm going to demonstrate you them to you and show the cool tricks they can do.
 * Framing the Session**

Show the students how they can use its each hot key and the situations they would use them in. You don't have to show them all of the keys. Focus on the 5 or 6 you feel are the most important. Show which keys work in both applications and the operating system and which ones are specific to appliction and specific to the operating system.
 * Teaching**

As a review before they start playing with the different hotkeys, go over the PowerPoint game. Demonstrate and have the students repeat what you are doing with their computers.
 * Guided Practice**

Students will play the PowerPoint game with out looking at their cheat sheets. They will then be given the opportunity to use the hotkeys in the game on their computers and practice using each of them. Let the students know that they are going to present one of the hotkeys. They must demonstrate its use and explain why they like using it.
 * Getting Started**

Circulate around the room and confer with participants. Make sure they know which hotkeys word within both an application and the ooperating systen, and which ones only work in an application and which ones work only in the operating sytem. Suggest that, If participants finish early, to to play the PowerPoint game again.
 * Facilitator Conferring**

Each student will come up to the teachers computer and demonstrate their favorite hotkey. They will then explain its use and why they feel it is the most useful.
 * Share**

Author: Michael D'Angelo Email: mdangel@schools.nyc.gov School/Employer: ROC 4 Title: Technology Staff Developer
 * 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**