Get+Going+with+Smartboard+Notebook+Software

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

//In this session participants will be able to start the notebook software, troubleshoot and use notebook software tools and be able to type, write and create different fonts.//
 * Session Overview**

//How can I effectively use notebook software tools to enhance presentations? What are the tools available to type, write and create different text fonts?// How to use the gallery to enhance presentations?
 * Focusing Questions**

The following materials are used in this session: -Laptops -Projector -SmartBoard -Power Cord, USB Cable, Dongle Cable
 * Materials**

N/A
 * Resources**

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

Many of you see lessons in notebook presented to you on a regular basis. Imagine that the teacher is inquiring ways to enhance the presentation. Today you will learn how to navigate through the software and utilize tools that will help you accomplish this.
 * Framing the Session**

You are learning about graphing coordinates. The teacher would like to have some coordinate grids. Where do you find coordinates grids? Under the gallery (found on the side tabs) you would go under the search bar and type coordinate grid. Let's say a science teacher is showing you a lesson on mass, you can pull a interactive scale from the gallery to demonstrate weight changes. What are some of the features that you like and use often from SmartNotebook? (Note to faculty advisor: create a list of the features mentioned) Exercise: Select the feature that is not familiar to most students and explore it.
 * Teaching**
 * Guided Practice**


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

Today you will spend 20 minutes using the features on the toolbar and the gallery to create a presentation on your favorite hobby.
 * Getting Started**

__Step 1__ Search and select images related to your hobby. __Step 2__ Type the text that explains the details about your hobby. __Step 3__ Change the background color, use different font, borders, colors, place pictures etc.
 * Participant Activity**

Circulate around the room and confer with participants. If students are using the same tools encourage them to use new tools. You might begin your conference by asking, "What are some new tools you utilized today in your presentation?". Encourage them to evaluate their presentation and readjust size, color, placement of text and pictures if necessary.
 * Facilitator Conferring**


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

Ask selected participants to share particularly good examples of their work. Ask the audience if the presentation is engaging and what could make it more engaging or better?
 * Share**

Author: Ovid Cusu, Brenda Perskin, Dan Downs Email: ocusu@schools.nyc.gov; bperskin@schools.nyc.gov; ddowns@schools.nyc.gov School/Employer: IS93Q, MS266 Title: iSquad Faculty Advisor
 * 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**