Get+Going+with+Atomic+learning

=Get Going With Atomic Learning=


 * SETTING THE STAGE** Sometimes we forget or just don’t know how to do certain things on the computer. It is beneficial when we have a website to go to where we can get immediate tutorial instruction.

//In this session, participants will learn how to access tutorials on Atomic learning.//
 * Session Overview**

Have you ever needed a tutorial on the spot and didn’t know where to find one//?// //Why is it important to have easy access to tutorials on the Internet?// ////How can I use an online tutorial resource whenever I need to do so?////
 * Focusing Questions**

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

Powerpoint presentation Logins and passwords for participants.
 * Resources**

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

Give participants an introduction and purpose/reason why you are teaching this session: Have you ever been in a spot where you needed to know how to do something at a precise moment? //“Having access to tutorials at the exact time that you need it is imperative to working successfully with software in the classroom and at home. It is important to know how all the programs on your computer work and how to utilize them in the classroom. Teachers do not know everything so tutorials are a big help in teaching both teachers and students how to use the software.// ////"In speaking with some of you I've heard that you get frustrated when you do not know how to do something."// //"Your teachers have been telling me that they get frustrated and the lesson gets disrupted when students do not know how to execute a particular operation such as inserting a picture into a document or changing the size"////
 * Framing the Session**

Demonstrate for participants how to: //“Watch me as I show you how to access an online tutorial source and view an available tutorial.// //Teacher will login and demonstrate the tutorial on how to insert a picture in a word document.//
 * Teaching**

Guide participants through the process of: //“Now it is your turn to try it.// //Let’s go to the Atomic Learning site and explore it.// //[|www.atomiclearning.com]// //”//
 * 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: //“I will give you your login information. Then you will login and take the next 20 minutes to find and explore a tutorial of something you have always wanted to know how to do. When you are done we will share the tutorials we have found.”//
 * Getting Started**

Participants will... __Step 1 Go to the Atomic Learning website and log in__ __Step 2 Search for a tutorial that interests them.__ __Step 3 View the tutorial__ __Step 4 Share their findings- what did you learn from the tutorial__ __Step 5 Share their views on the usefulness of Atomic Learning.__
 * Participant Activity**

Circulate around the room and confer with participants. Make sure that students are on task, Check for relevance of searches, Try to guide students to search for a tutorial that will be used in the classroom. Suggest that, If participants finish early they can search for a second tutorial.
 * 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 (PS/IS 268), Bonnie Page (IS 195), Michael Goldstein (JHS 217) Email: School/Employer: Title:
 * ACKNOWLEDGEMENTS**


 * 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.

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

//In this session, participants will...//
 * Session Overview**

//What are? How can I?//
 * Focusing Questions**

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

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

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

Give participants an introduction and purpose/reason why you are teaching this session: //“In our last session, we…” "In speaking with some of you I've heard that..." "Your teachers have been telling me that..."//
 * Framing the Session**

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 t
 * Getting Started**