Task 3 Implementation

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Methods to Instruct & Assess

  • A recommendation was made to teachers to use a Microsoft Excel Spreadsheet to record data of problems correct and incorrect on formal or informal assessments
  • Teachers were directed to two training sites and questions/concerns were answered as needed in person or via e-mail
  • Needs were addressed
  • Teachers were successful in completion of the recommendation


Links to Training Materials
  • Get to know Excel 2007: Create your first workbook
    http://office.microsoft.com/training/training.aspx?AssetID=RC100766511033<span
    • 40 minute on-line audio and visual interactive tutorial on creating a spreadsheet or “workbook”.
    • Participants are able to work at their own pace and interactively practice creating spreadsheets in Excel.
    • Participants are able to work at their own ability level.

  • Charts I: How to create a chart
http://office.microsoft.com/training/training.aspx?AssetID=RC011055061033&pid=CR06183114103340 minute on-line audio and visual interactive tutorial on creating a bar graph to reflect data.
  • Participants are able to work at their own pace and interactively practice creating spreadsheets in Excel.
  • Participants are able to work at their own ability level.



    • Successes
    • Teachers were asked to chart and graph one assessment within a two week period using the Microsoft Excel software program
    • 100% of the teachers expressed a successful tutorial experience
    • Teachers were comfortable with the time and pacing convenience of the training
    • This style of instruction met the needs of each individual learner for both ability level and efficiency


    Adult Learning Method
    • Time Efficiency: on-line tutorials were accessed and e-mailed to each of the three teachers
    • Accessibility: two-thirds of the teachers have separate planning periods from the remaining third teacher and the instructor
    • Respect for Needs: two-thirds of the teachers parent young children and are unavailable for training prior to and after school
    • Met the needs of the individual teacher: two web-based training programs were identified for independent instruction and convenience of the individuals
    • Availability: the instructor was available to answer additional questions personally or via e-mail
    • Pacing: teachers were comfortable with the time and pacing convenience of the training
    • This style of instruction met the needs of each individual learner for both ability level and efficiency