My+New+iSquad+Lesson

Return to iSquad Lessons = = =SESSION TITLE= How to incorporate an online form that requests mouse squad assistance?
 * SETTING THE STAGE**
 * Often times when there is a technology issue teachers, students and administrators get easily frustrated. In that case a Mouse Squad student needs to be alerted that there is a problem. By using an online form generator, all requests are documented and archived in the designated gmail account. Mouse Squad students are trained in this procedure and become independent when responging to technology needs.

Session Overview** //In this session, participants will learn the correct procedure on how to check for a request form, respond to the request and file or archive the ticket.//

//What is a technology request form? Where do techers complete a request form? What is the procedure I follow when responding to a request form?//
 * Focusing Questions**

The following materials are used in this session: -Laptops -Projector -Technology Request Form -Internet [|Session_PowerPoint_Template.ppt]
 * Materials**

The following resources are used in this session: 1. Internet access 2. [|www.is93.org] 3. gmail account
 * Resources**

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

//In speaking with some of you I've heard that your teacher face many technology problems. Let's list few of the problems that you have encountered. Examples:// The procedure that is used to help accommodate the needs of every teacher and administrator is to complete a request form that is placed on our school webside, under the technology links. This procedure keeps requests organized and allows for short respond time by Mouse Squad.
 * Framing the Session**
 * //Internet is not working//
 * //Printer is not printing//
 * Projector is not projecting
 * SmartBoard is not working

Demonstrate for participants how to: //“Watch me as I show you how…”//
 * Teaching**

Guide participants through the process of: //“Now it is your turn to try it.”//
 * Guided Practice**


 * 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..., and then we will come back together and share.”//
 * Getting Started**

Participants will... __Step 1__ __Step 2__ __Step 3__ __Step 4__ __Step 5__
 * Participant Activity**

Circulate around the room and confer with participants. Make sure that, Check for, Try to guide, Suggest that, If participants finish early, etc.
 * 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: Email: School/Employer: Title:
 * 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**