Michael's+Work

= = Michael

Module 1
I teach Computer Technology. One of the units in the semester-long class is Reports. The students need to understand how to create a report, format the report, and to insert citations and a reference page in the MLA Formatting Style. Students, most of them 9th grade students, are struggling with the concept of inserting citations and having a reference page. This unit builds upon the knowledge gained from previous units on how to format the page such as setting the margins, line spacing, font size, horizontal alignment, etc.

I demonstrate what is required and also show them examples of reports done correctly. The application is to complete a three (3) page report using the MLA Format style. These have been the only two steps that I have covered. After reading the First Principles of Instruction, I realized that I have missed some smaller steps along the way. I believe this is a Level 2 Instructional Strategy because it has information plus demonstration plus application. However some of the information is not broken down into smaller chunks. This would facilitate the learning process and enable the students to retain what they have learned.

Improvements: This unit could be improved with smaller chunks of information and demonstration of that information such as taking the MLA Formatting Guide discussing each type of reference and its format. Once the concept is taught, have the students go and find resources and format them into the proper format. This could be advanced to a Level 3 Instructional Strategy by integration. Integration into other "real world" usage, such as a book report using only one reference.

Hi Mike, I think this looks really good. I can't think of too many careers that won't use this stuff directly, so the practicality and the long-term importance of the unit is high. On the other hand, thinking back to my own 9th grade years I couldn't get my mind t think much farther than a week or two in advance much less about skills that would help me in some vague future career. I think that will be the big challenge of the unit - not making your unit practical and usable, but having the students grasp that concept for themselves. Anyways, just some musings, it sounds like a good unit to build on. - Luke

You may also want to consider a progression of reports along the way rather than a single project :-) Can you find a reason for them to write such a report. Can you make it "real world" to increase the appeal of this assignment? dm

Mike, kids do struggle with this type of writing and they will benefit from learning the process of report writing. One reason I think they struggle with it is because they view it as boring and something they'll never use again. I agree with Dr. Merril that finding a way to make it real to them will help them be more successful. I think this unit will work great for your project for this class.-Michelle

Module 2
__**Information-about: ** __ //**Tell**// or Explain the purpose for writing a report; that it is used to document research and documenting the research. Many researchers use reports to further their studies and research. Documenting your resources is important to future research. //**Tell**// or Explain the difference between reports and other types of document such as letters, memos, and faxes.

Of course this immediately becomes "kind-of" since what you really want is for students to be able to recognize a report when they see on, one not previously identified as a report, and to distinguish reports from other types of documents (nonexamples).

__**Part-of: ** __

//**Show**// or Walk-through a demonstration explaining the different Ribbons on the Ribbon bar in Microsoft Office or the Menu Bar in other programs. Help them know where to find the formatting items needed for task. This will facilitate locating the items needed to complete the task.

__**Kind-of: ** __
 * 1) //**Show**// examples and non-examples of a properly formatted report with textual citations.
 * 2) //**Show**// specific examples and non-examples of a properly formatted reference page.

//**Tell**// and Define the Terms they need to know from the MLA Formatting Guide
 * Line spacing
 * Margins
 * Section headings
 * Headers/Footers/Page Numbering
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Font Face, Size and Style
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Menu bar/Ribbon
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Alignment
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Textual citations
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">Bibliography/References page/Work Sited page


 * __<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">How-to: __**
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//**Show**// Step-by-step procedure in entering information into the References Sources of Microsoft Office in order that the resources are formatted in the proper format.
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//**Show**// Step-by-step procedure on how to insert a textual citation into a report using the References tab in Microsoft Office.
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//**Show**// Step-by-step procedure on how to insert the references onto the reference page of the report.
 * <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//**Show**// Step-by-step procedure on how to update the references if more sources are added to the report.

__<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">What-happens **: __ <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">//**Ask**// if they know what would happen if we don't use textual citations and references. If we don’t use textual citations and reference when creating a report we are breaking the copyright laws and plagiarism ensues. Legal actions may be taken against you and if you are attending an educational institution, you may be expelled from the institution.

Ask students to verify the references to see if they are accurate.**--New**

These are pretty abstract what-happens, important but not very immediate. But there are other what happens that are immediate. Can you think of some of these? dm

I don't know that it's something you really care to focus on, but one thing that came to mind when I read this is the meaning of the word "report." TO me it means to give an update or a current position on something - like a soldier reporting something to his commanding officer or a meteorologist giving a report on the weather. I know that the purpose of your class is more about formatting a proper paper, but it might help some of the students if they could wrap their head around the idea that a report is, basically, giving up to date information on the situation of something - which of course leads to the question: how do you give up to date information on a topic if you don't have up to date information - and how can you have information if you don't search for it in an effective way. Anyways, not sure how or where or even if this fits within your framework, just rattling off some thoughts. - Luke

Could you maybe show some examples of student work where they didn't cite their sources or even put information in their own words? As an English teacher, it always amazed me that bright kids would cut and paste and make the work "appear" to be their own. Showing some specific examples and non-examples of papers using proper wording and formatting and blatant examples of plagiarism might help them get it.-Michelle ﻿I would like to get some non-examples of papers that are cut and pasted and made to appear as their own work.-Mike

Have students switch papers with each other then **//Ask//** if they can find the evidence that the owner of the paper did research on the topic. Students can look up the references and see if they are real.

Module 3
Problems which this course has in teaching component skills:
 * How to prepare a research paper?
 * Gather the information
 * Prepare an Outline of research requirements
 * Create and Format the First Draft of the Paper
 * Proofread
 * Finalize the Final Draft of the Research Paper

1. How to research a topic? **(Component Skill-Researching Topic)**
 * What is required for the report?
 * What information do I need?
 * What information do I need for the citation and reference page?
 * What types of sources may I use?

2. What is an Outline? **(Component Skill-Creating an Outline)**
 * What are Level 1 statements?
 * What are Level 2 statements?
 * What are Level 3 statements?
 * Present a good example of an Outline--**New**

3. How do I begin writing? **(Component Skill-Writing)**
 * Use the Outline
 * Insert quotes from the research
 * Write about 90% of the research paper in my own words and about 10% from quotes found during the research.
 * What are the Formatting Guidelines (MLA or APA)
 * Present examples and non-examples of a report--**New**
 * On examination of non-examples students should be able to recognize the elements needed for a good paper.--**New**

4, How do I proofread reports? **(Component Skill-Proofreading)**
 * What are the proofreading marks?
 * How do I use proofreading marks?

5. How do I finalize the Research Paper **(Component Skill-Perfecting the Research Paper)**
 * Do I need to make all the changes the proofreader wants me to make?
 * Does it meet the requirements of the assignment?

Good analysis of the component skills involved. Identifying a problem can occur in a couple of ways. You can start with the abstract component skills (information level) and then find a problem to which these skills can be applied. This is the approach you are using here. A second approach is to find an example of a good research paper (a portrayal) and then analyze the example to find the component skills that were required to produce the paper -- then find a new specific paper to which these skill can also be applied. Good start. dm

I completely missed the mark on this module and really liked how you laid everything out. I think I'll be stealing your format :) Anyway, I think that you really nailed it for this module, I wouldn't change anything. - Luke

I also think I'll be stealing your format--it's great. I'm wondering if you could maybe add a reflection component (or add it to #5) where they talk about the process they used to research and write the paper. Instead of a quick checklist (like most teachers use), what about having them write down the steps they took and what they did in those steps? Just a suggestion.-M

Module 4
__**Use of Multimedia**__

The only real use of multimedia that has happened in this course unit has been viewing a video clip on Microsoft Word Basics and watching live demonstrations on the overhead as either a student (directed by the teacher) or the teacher created the formatted document.

__**Structured Framework**__

This course unit has been a work-in-process. First the project was announced. Then a very brief demonstration of an outline was presented. Then on to formatting their ideas into a word document following a Sample Report layout. The final phase in this unit was to convert the report to a Powerpoint presentation. It was then when I realized that the Outline format could be used as the bullet points of the presentation and the information in the report could be added to the Notes pane for the presenter.

This is a good layout. Are there any opportunities to use the three suggestions from the text? They were mnemonics, metaphors and analogies, and the use of checklist summary frames. I bet there are already mnemonics or acronyms out there to help students remember report format. Anyways, just a thought. - Luke

__**Peer Interaction**__

I did have part of peer interaction with this project. Peers were used to proofread each others reports. Students were also to make positive comments about each others project. Positive Comments such as "You did this well," "I would have done that this way" or "I never knew ..."

More peer interaction could be collaboration. Have students work together on the project gathering and writing the report. What about having kids meet in groups to brainstorm possible sources for their topics? They could discuss the info they are finding or come up with solutions if someone is struggling. -M

Module 5
The course I teach is called Computer Technology. This course is designed to teach the students the use of a word processor such as Microsoft Word, a spreadsheet program such as Microsoft Excel, and a presentation software such as PowerPoint. In the Word Processing Section, formatting business documents and research papers is one of the major tasks in this section.

Over the years, I have noticed that many students do not know how to format a report with textual citations and references. This is a difficult concept for the students to grasp. They believe that they can just type up anything or just copy and paste from the Internet anything they want and leave it at that. We know that there are certain guidelines to follow such as MLA Format or APA Format for writing papers.

I have broke up this section into five basic steps which are as follows:
 * 1) Gathering information
 * 2) Creating an Outline
 * 3) Creating the First Draft
 * 4) Proofreading
 * 5) Finishing the Final Draft

__**Prior Knowledge**__

This report takes place in the latter part of the first semester. The students have been taught the basic functions and commands that can be used in a word processor. They have done several different types of letters and now they will apply what they have learned previously into this report but this time they will follow the MLA Writing Format. Students also have experience with proofreading marks.

__**Opening Activity**__

The purpose of this activity is to show students the importance of the references and the textual citations in a research paper.

1. Students will be presented with a good example of a research paper. **//(Show)//** 2. Verify the references listed on the reference page. Compare it to what was written in the paper. //**(Do 1 ﻿ and Do 2 )**// 3. Determine if this paper was written in the author's own words or was it plagiarized from someone else. **(**//**Do 2 )**//

__**Gathering Information**__

4. Determine what is required for the paper. //**(Tell, Show)**// 5. Internet search using Boolean keywords. //**(Tell, Show, Do 1, Do 2 )**// 6. Discuss what is plagiarism. //**(Tell, Show)**// 7. Discuss what are Writing Formats such as MLA. Discuss and view several examples of the MLA Writing Format off of the http://owl.english.purdue.edu web site. //**(Tell, Show)**// 8. Explain the type of information that are required for a reference in the report. //**(Tell, Show)**// 9. Show examples of different media formats for the reference page. //**(Show)**// 10. Find information for web pages, books, news articles, journal articles, and interviews and format them for the reference page. //**(Do 1, Do 2 )**//

Vocabulary and Terms will also be presented.

__**Creating an Outline**__

11. Show and outline and demonstrate it on the projector and allowing them to do the hands-on activity of creating an outline. //**(Tell, Show, Do 1, Do 2 )**// 12. Creating an outline for their report. //**(Do 2 )**//

Vocabulary and Terms will also be presented.

__**Creating the First Draft**__

13. Shown them example and non-examples of reports. //**(Show)**// 14. Work on Self-Directed Training Module (forthcoming assignment in Dr. Merrill's class), which instructs how to format their report correctly. (This self-directed training module will have good examples and non-examples, hands-on practice, and identification of procedures.) //**(Tell, Show, Do 1, Do 2 )**// 15. Show and Discuss the 6-Traits of Writing //**(Tell, Show)**// 16. With the outline created in the previous section, start the first draft of the report. //**(Do 2 )**//

__**Proofreading**__

17. Review proofreading marks. Practice on http://www.spellingconnectionsonline.com //**(Tell, Show,**// //**Do 2) **// 18. Use proofreading marks to correct a peer's paper. Peer collaboration (Helps the students get feedback on their reports prior to submitting them for grading.) //**(Do 2 )**// 19. Correct your mistakes.//**(Do 2 )**//

__**Final Draft**__

20. Checked for accuracy and checked for proper formatting. //**(Do 2 )**// 21. Submit for grading. //**(Do 2 )**// 22. Students will now present their papers to the class for evaluation. //**(Do 2 )**//

[This is a very good outline of the project but I'm not sure how it relates to module 5. The assignment was to "Apply the Course Critique Checklist to this course and write a brief report." In order to do this you need to be able to see the detailed instructional events for the course. The Checklist is directed toward individual learning events. The above outline is a broad stroke view of the course but there are no instructional events detailed nor compared with the checklist. Ask me a question if this isn't computing. dm]

Critique Check List

 * ~ .......................................... ||~ Tell ||~ Show ||~ G ||~ M ||~ > ||~ Score ||~ Do 1 ||~ Do 2 ||~ C ||~ F ||~ > ||~ P ||~ Score ||
 * **Problem: Research Paper** ||
 * Step (S) ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Conditions (C) ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Consequence (Q) ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * **Component Skill 1: Gathering Information** ||
 * Condition || 4, 5, 6, 7, 9 || 1, 4, 5 ,6, 7, 8 || 7, 8, 9 || 5, 10 || 1, 2 ||  || 2, 5, 10 || 2, 3, 5, 10 || 10 ||   || 10 ||   || 7/11 ||
 * Step ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * Component Skill 2: **Creating an Outline** ||
 * Condition || 11 || 11 || 11 || 11 || 11 ||  || 11, 12 || 11, 12 || 11 ||   || 11, 12 ||   || 7/11 ||
 * Step ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * **Component Skill 3: Creating the First Draft** ||
 * Condition || 13, 15 || 13, 14, 15 || 13, 14 || 14 || 14 ||  ||   || 14, 16 || 14 ||   || 16 ||   || 6/11 ||
 * Step ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * **Component Skill 4: Proofreading** ||
 * Condition || 17 || 17 || 17 || 17 || 17 ||  || 17, 18 || 17, 18 || 17 || 18 || 17, 18 || 18 || 8/11 ||
 * Step ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * **Component Skill 5: Finalizing Report** ||
 * Condition ||  ||   ||   ||   ||   ||   || 20 || 20 ||   || 21 ||   || 22 || 4/11 ||
 * Step ||  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * **Total Score** ||  ||

Module 6
I assume that you will complete this assignment in the near future? dm

Attached in the folder are some of my PowerPoint Prototypes

The following is one of the skills in my module. I did not use a master slide because a lot of my slide are used to simulate Microsoft Word with screenshots and hotspots. I'm not sure if it will need all the files so I am zipping the folder and adding it here. I am in the process of uploading video to www.youtube.com for the Citation and References section.

Module 7
Identify a content area and a complex real-world problem or task in this content area. The problem as stated here is very generic and non specific. Can you make it more specific? Can you constrain the problem so that the emphasis is on using the computer? As it is stated it could involve a very large number of component skills. Later you will be asked to identify a progression of problems of the same class. This means that you have identified a class of problems -- write a research paper, but have not yet identified portrayals of this class. In the next assignment you will be asked to demonstrate how to solve a specific instance of this problem. You will need a specific portrayal of this problem to complete this assignment. Since your primary focus seems to be on format a specific assignment might be to edit a paper or reorganize a paper rather than start from zero. dm
 * Content Area
 * This course is Computer Technology in Business. This course teaches basic computer applications such as word processing, spreadsheets, presentation applications and the types of documents that can be produced for business from each of these applications.
 * Complex Real-World Problem
 * To edit or format a research paper //about a career choice and why you should go to college// using MLA Writing Format Style //using a personal interview and two other Internet sources. This will be editing or formatting an existing document//.--//**Edited**//

Identify a student population to be taught this content.
 * 9th Grade to 12th Grade Students (majority are 9th Grade) of rural communities. One school has a population of 2000 and the other has 1200.
 * Most are beginners as it comes to Microsoft Word and other word processing applications. They are unfamiliar with the MLA Writing Format Style and how to change the default settings.
 * By the time of the research paper, students will have learned how to adjust the margins, horizontal alignment, line spacing, headers/footers, and proofreading . This assignment will allow students to review their prior knowledge.

Module 8
I guess I needed to narrow my problem down so I chose editing and recognizing elements of a research paper titled "What I Gain from Going to College". Students are to interview a person and use the interview as a reference for the report. They are also to use the Internet for other references that will help them with their research paper. Here is my Prototype demonstration of an Instance of a Real-World Problem.

Great start. This is a good demonstration of the parts of a research paper. Is the final problem to have students write a paper or edit an existing paper. Your application slides are edit which is okay. In the final version of this instruction are you going to teach alternatives or just this one format? I'm looking forward to your instruction on component skills. dm

I agree, this is a solid start. I wasn't sure what the end goal was, but the components were clearly identified. You may want to add audio and time it with your arrows and leave the explanations up to you as the speaker. Just a thought, it will work fine as it is too. Well done. - Luke

I thought your examples were great. I would agree with other comments that you need to focus on either editing or writing and make that clear to students. Kids certainly need help with both, but teachers usually don't spend much time on the editing component. Just a thought. -Michelle



Module 9
The "Editing Research Paper" module is working with existing documents and identifying the different aspects of a research paper in MLA Style. "Creating an Outline" module is to help students understand the assignment and understand the resources that the instructor wishes you to use. The outline is used to help you collect information that will go into the research paper. "Writing a Research Paper" module will allow hands-on experience to format some of the skills that were taught in the first module.
 * || Level 1 || Level 2 (help for Level 3) || Level 3 ||
 * || **Editing Research Paper** || **Creating an Outline** || **Writing a Research Paper** ||
 * **Skill** || Header || Understanding Sources || Header ||
 * **Skill** || Name Block || Understanding the Assignment || Name Block ||
 * **Skill** || In Text Citation || Creating the Outline Major Levels || In Text Citation ||
 * **Skill** || Work Cited || Documenting Sources || Work Cited ||

I had difficulty getting you hyperlinks to work. Nevertheless I was able to see which papers were linked where and to examine the papers. The problem with PPT is when there are hard links it can't find them on a new computer when the disk name is different. I'll try to find a solution and share it with the class. The purpose of this assignment was to identify a progression of problem portrayals. In a sense your 4 examples do this. Did you use the chart in Table 15-2 to identify the component skills that are required for each of these portrayals? Did you then arrange these portrayals in a sequence from least complex to most complex? One parameter for this sequence might be the number of errors contained in a given portrayal. Another might be different types of citations. Etc. In the next assignment you will then teach these skills as they occur in the sequence. See Chapter 16. Hopefully this is helpful.

dm

Module 10


Did creating an event table help? Did creating a Course Critique Checklist help? Good job. Nice progression. I liked your demonstration, then recognizing errors, then actually editing papers. Well done. Minor issue on Slide 9 needs a next button. dm

In Text Citation Work Cited || In Text Citation Work Cited || In Text Citation Work Cited || In Text Citation Work Cited || In Text Citation Work Cited ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Event Table for Editing Reports **
 * **Complexity** || **Examples (file name)** || **Demonstrate**
 * (A good Example)** || **Apply**
 * (Need to Fix)** ||
 * Easy Level 1 || Non Example-C || Good Header with Page Number || Date Format
 * Easy Level 2 || Non Example Report || Good Name Block || Header Format, Date Format
 * Easy Level 3 || Non Example-B || Good Date Format || Header Format,
 * Medium Level 4 || Bad Example 2 || Use of Side Headings || Date Format
 * Hard Level 5 || Bad Example 1 ||  || Header Format, Date Format

Critique Check List 2
M=Media <=3 or more Samples or Problems S=Show Do1=Demonstration 1 Do2=Demonstration 2 C=Coaching F=Feedback P=Peer ||
 * G=Guidance
 * **Component Skill 1: Header with Page Number** ||
 * || **Tell** || **Show** || **G** || **M** || **<** || **S** || **Do1** || **Do2** || **C** || **F** || **<** || **P** ||
 * Condition || L1 || L1 || x || x || y || L1 || L1 || L5 || x || x || x ||  ||
 * Step Header || L1 || L1 || x || x || y || L1 || L1, L2, L3 || L5 || x || x || x ||  ||
 * Step Page # || L1 || L1 || x || x || y || L1 || L1, L2, L3 || L5 || x || x || x ||  ||
 * **Component Skill 2: Name Block** ||
 * Condition || L2 || L2 || x || x || y || x || L1, L2, L3 || L5 || x || x || x ||  ||
 * Component Skill 3: Date Format ||
 * Condition || L3 || L3 || x || x || y || x || L1, L2, L3 || L5 || x || x || x ||  ||
 * **Component Skill 4: In Text Citation** ||
 * Condition || L4 || L4, L5 || x || x || y || x || L1, L2, L3, L4, L5 || L5 || x || x || x ||  ||
 * Step Citations || L4 || L4, L5 || x || x || y || x || L1, L2, L3, L4, L5 || L5 || x ||  || x ||   ||
 * **Component Skill 5: Work Cited Page** ||
 * Condition || L5 || L4, L5 ||  ||   || y || x || L1, L2, L3, L4, L5 || L5 || x ||   || x ||   ||

Final Project


Start with the Reports.pptx file. That is the controlling file. I checked to see if the links still tried to point you to the E Drive. The Hyperlink Icon does say it is going to a specific drive. But when you hover over the link it may say that. Hint: Put all files into a folder called "MLA Formatting-Mike Campbell" and they should all work.

Very nice work. I like the way you linked several PPT presentations together. I did have to re-link your example files when I moved the folder to my desktop. It is hard to maintain links in PPT when you move from one computer to another. Not a problem when you have control over the computer you will use with your students. You might try saving the files as PPT shows .ppsx and see if this perserves the links. Nice application of First Principles of instruction, especially tell, show, do. dm