Get+Going+with+Microsoft+Word

=SESSION TITLE: Get Going With Microsoft Word=


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

//In this session, participants will.learn about nonprinting characters and the Hide/Show feature in Microsoft Word..//
 * Session Overview**

//What are nonprinting characters in a Word document? How do I recognize them? How do I hide or show them? When might it be useful to show these characters? When would you want to hide them?//
 * Focusing Questions**

//Why would you want to use them?//

The following materials are used in this session: -Laptops -Projector -Thumb drive to share documents. The following resources are used in this session.
 * Materials**
 * Resources**



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

Give participants an introduction and purpose/reason why you are teaching this session: //“I've noticed that when I open one of my documents in class everyone looks at it and asks what are those funny marks in my document. Have you ever seen "funny looking" characters on any of your documents and wondered where they came from? Or have you noticed that they may be on your screen but when you print they do not come out on the paper? Well that's because they are called "nonprinting characters" and today I'm going to show you how to get them, how to use them and why they are useful to know.//
 * Framing the Session**

Demonstrate for participants how to: //“Watch me as I show you a document with nonprinting characters. I will identify them for you and show you how to use them".// "//Let's say you have a document that needs to be rearranged or formatted to look different after you type the basic information. What are some things you may want to do?"
 * Teaching**

Solicit answers from students and create a list.

These are some basic text editing functions to make changes in your document: 1. Backspace - deletes characters to the left of the cursor. 2. Ctrl+Backspace - deletes the entire word to the left of the cursor. 3. Delete - deletes characters to the right of the cursor. 4. Ctrl+Delete - deletes the entire word to the right of the cursor.

"Now here's a document with the nonprinting characters that you have seen" Open up demo document "Nonprinting Characters" and explain each one and how to find function by clicking on the// ¶ icon on the format toolbar. reinforce the concept of text wrapping making sure students understand that they do not have to press Return/Enter at the end of a line. Show them how to remove the paragraphing by using backspace or delete

//“Now it is your turn to try it.”// Have students come to the computer and take turns inserting and removing nonprinting characters. This is a whole group activity to make sure everyone gets a visual concept before they begin individual work.
 * Guided Practice**


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

//“Take the next 30 minutes to.to edit and format the ."Work Time" document by following the given instructions and then we will come back together and share.”//
 * Getting Started**


 * Participant Activity**
 * __Steps:__**

1) Save “Format Word” document to students’ computer. Students open document. 2) Turn on Hide/Show function by clicking on ¶ icon. 3) Place insertion point in front of word “Introduction”. 4) Enter once to create new paragraph.

5) Using the line break function (Shift + Enter), create one new paragraph by typing in the following address and phone number: Duke City Gateway, 15 Montgomery Boulevard, Albuquerque, NM 87111 (415-555-6789). 5) Make one paragraph into two by doing the following: (a) place insertion point in front of the word “Duke” that follows the word “Albuquerque”. (b) press Enter once to create a separate paragraph and once again to create a space between papagraphs. 7) Add a new word by following these steps: (a) Move the insertion point to the immediate left of the word “location” (b) Delete it and type “area” (c) 8) Add a non breaking space by following these steps: Place insertion point in front of the word “tours”, backspace to remove space character and then press {Ctrl+shift+spacebar}.

Circulate around the room and confer with participants. Make sure that students understand the concepts of using the Hide/Show function to edit and format. Check to see that they are following instructions. Suggest that, If participants finish early they can open one of their own documents and work on it until the group is finished.
 * 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: Gloria Nelson Email: gnelson@schools.nyc.gov School/Employer: PS/IS 268Q 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**