Tài liệu Course Materials and Preparation ppt

Instructor Notes: Introduction The notes that follow provide brief instructions on how to prepare to teach the Introduction module. They also provide an overview of instructional strategies you can use to successfully teach the courses in the Business Solutions Design Curriculum. Introduction The Introduction module provides students with an overview of the course content, materials, and logistics for Course 1609: Designing Data Services and Data Models. Course Materials and Preparation Materials To teach this course, you will need the following materials: ! Delivery Guide ! Activity Manual ! Instructor CD-ROM Preparation To prepare for this course, you should: ! Review all contents on the Instructor CD-ROM. ! Read the Delivery Guide for the course. ! Read the Instructor Notes that precede each module. They contain preparation suggestions for each module. ! Read any documents recommended in the Instructor Notes section for each module. ! Visit the MIK Web site at http://partnering.microsoft.com/ctec/mastering/mik/Main.htm for updated Instructor Notes. ! Review the Microsoft ® Certified Professional (MCP) Web site at https://partnering.one.microsoft.com/mct/ for updated information about the MCP program. ! Review the Classroom Setup Guide. ! Practice presenting each module and demonstration. ! Identify key points for each topic and activity. ! Prepare examples, analogies, and additional delivery strategies from your own experience that will help clarify module topics for students. Presentation: 30 Minutes 2 Instructor Notes: Introduction ! Review each activity. Anticipate the questions that students might ask. ! Identify how each activity supports module topics and reinforces module objectives. ! Identify information that students need to complete each activity successfully. ! Note any problems that might arise during an activity and determine strategies for resolving these problems in the classroom. ! Identify additional preparation required to ensure the success of each activity. ! Identify ways to customize an activity to provide a more meaningful learning experience for your specific audience. ! Familiarize yourself with the Microsoft Online Evaluation System to gather feedback from students. Start by reading information at http://www.microsoft.com/onlineeval/instructions.doc. Instructor Notes: Introduction 3 Module Materials and Preparation This section provides you with the materials and preparation needed to teach this module. Materials To teach this module, you will need the following materials: ! Microsoft ® PowerPoint ® file P00_1609a.ppt ! Module 0, “Introduction” Preparation To prepare for this module, you should: ! Read all materials for this module. Module Strategies Use the following strategies to present this module: ! Course 1609: Designing Data Services and Data Models Show the slide that displays the course number and course title. ! Introductions Welcome students to the course and introduce yourself. Provide a brief overview of your background to establish credibility. Have students introduce themselves and provide their backgrounds, product experiences, and course expectations. Record student expectations on a whiteboard or flip chart that you can reference later in class. ! Course Materials Explain the purpose of all materials used in this course. Tell students that they will have an opportunity at the end of class to provide feedback on the course and facilities by using the Microsoft Online Evaluation System. ! Prerequisites Provide students with a list of prerequisites that they should have met before taking this course. This is an opportunity for you to identify students who may not have the appropriate background or experience to attend this course. ! MCP Program Inform students about the MCP program and various certification options. ! Facilities Explain facility information for the training site. 4 Instructor Notes: Introduction Instructor Notes for the Business Solutions Design Curriculum This section provides a brief overview of strategies you can use to successfully teach the courses in the Business Solutions Design Curriculum. It is divided into two parts. The first part suggests strategies for teaching the course content. The second part suggests strategies for conducting the course activities. Delivering the Course Content You will find the courses in the Business Solutions Design Curriculum similar to other Microsoft Official Curriculum (MOC) courses you have taught. Prepare for them as you would other courses. The following are three additional items to consider when delivering these courses. Exam 70-100: Analyzing Requirements and Defining Solution Architectures The four courses that make up the Business Solutions Design Curriculum help students prepare for Microsoft Certified Solution Developer (MCSD) Exam 70- 100. In addition, most students will need at least two years of professional experience to pass the exam. Students that attend the curriculum courses will most likely be a mix of those preparing for Exam 70-100 and those attending the courses as part of their own professional development. Keep the needs of both audiences in mind as you teach the courses, but focus on teaching the objectives in each module and the overall course objectives. Using the Course Maps A course map is a graphical representation of the content of a course. These graphics help students visualize the structure of the course material and determine where they are in the course as they proceed through each module. The courses in the Business Solutions Design Curriculum include two types of course maps: ! Module-detail course maps Starting with Module 2, at the beginning of each module is a map of the entire course with the current module and its sections called out. Use this graphic, the summary of the module on the Overview slide, and the objectives of the module to prepare students for the material they are about to learn. ! Overall course maps The Looking Forward slide in each module includes a course map that reinforces which module students have just completed and which one they will begin next. Use this graphic and the supporting student notes to link the content of the current module to the content in the next module. In Module 1, the overall course map appears next to the Overview of the Course slide. Instructor Notes: Introduction 5 Using the Review Section Starting with Module 2, each module contains a Review section consisting of a Guidelines slide, a Review Questions slide, and a Looking Forward slide. The Guidelines slide includes suggestions on how to implement the module’s concepts and skills in the workplace. This slide provides an opportunity to relate the module content to real-life applications. You can present examples from your professional experience to supplement this slide. The Review Questions slide reinforces the content of the module by providing students with an opportunity to reflect on the material. The questions also address the module objectives that are knowledge oriented, rather than skill oriented. Examples include objectives that ask students to list, describe, or explain concepts and facts. When you ask the questions, give students a chance to answer them for themselves before selecting someone to give an answer out loud to the class. You can ask additional questions as well. Use this slide to determine whether any concepts need to be reviewed before you move on to the next module. The Looking Forward slide is the final slide in the Review section and the module. This slide helps you to link the current module to the next module, as well as to additional content later in the course. The slide helps students to put the current module in context with the rest of the course and relate all the concepts and skills in the course. Activities in the Business Solutions Design Curriculum Unlike many MOC courses you may have taught, the courses in the Business Solutions Design Curriculum do not have hands-on, computer-based activities. Instead, the courses in the Business Solutions Design Curriculum contain activities that involve class discussions and individual and small group pencil- and paper-based exercises. Because the activities in Course 1585 involve developing materials that lead to a first draft of a vision document, computers are optional. As the instructor, you can decide whether students can use computers before delivering the course. The activities in the Activity Manual do not indicate whether computers can be used to complete the activities. You can set expectations for computer use during the introduction to the course. Courses 1608 and 1609 do not require computers to complete the activities. Activity Solutions Where applicable, each course provides a set of solutions for the activities in a module. Solutions for each module are found on the Student CD. Facilitating Group Activities Many of the activities in each course involve small groups. The following list offers suggestions for working with small groups successfully: ! Choosing groups You can decide whether to use the same small groups for the entire course or have students regularly form new groups. If you are teaching the course in a traditional computer lab, it may be difficult for students to regularly change seats. 6 Instructor Notes: Introduction You should take into consideration the different skills that each student brings to the class. You may want to match up students with different skills so that they complement and teach each other during the activities. You may want to avoid changing groups in modules that have multiple activities. Regularly changing groups in these modules can cause confusion and loss of class time. ! Timing Keep track of time during each activity. Announce the amount of time students have at the beginning of each activity. Encourage students to track the number of tasks they must complete against the amount of time they have remaining in the activity. If students finish an activity early, complete the activity and begin processing the results. If you let students wander around or start discussions that are off the course subject, they can lose focus on the course material. ! Processing group results In large classes, having every group present all of its results in each activity takes time from the other course content and activities and may not be necessary. You may lose students’ interest if processing each activity takes a long time. Instead: • You can have one group present its results in detail. Then ask the other groups to present only those results that differ from the main group. • You can have the groups present one example each from their results. • You can have the groups summarize their results on flip-chart paper. Then the groups can quickly read each other’s results, and you can summarize the results and ask for comments from the groups. Make sure that students understand what the correct solution is for each activity. There may be several correct solutions. At the end of each activity, students should know how it should be done correctly. If necessary, you can point them to the solutions folder for the appropriate module. If the groups will use the results of an activity in subsequent activities, make sure you verify that each group successfully completed the activity. Optional Review Activities This delivery guide contains four optional review activities that you can use at the end and beginning of each day. The review activities provide a structured process to help students reflect on the course material, and they can indicate course concepts that you need to review before beginning new instruction each day. These activities also help provide a structured review of information. One of the advantages of using these activities for review is that students are able to gauge their own progress and take control of understanding the information. Additionally, the activities provide a good measuring tool for determining the current strengths and weaknesses of each student throughout the course. The review activities are not referenced in the student workbooks or Activity Manual. You determine whether they will work with your particular style of course delivery. If you have not used this particular type of activity before, try it once during a course to see if it you want to add them to your delivery skills. Instructor Notes: Introduction 7 Each review activity has two exercises that each last from 15 to 20 minutes. ! End of day The first exercise of each activity is completed during the last 15–20 minutes of the day. Its goal is to get students to reflect on the content of the day by themselves or in small groups. An important aspect of these activities is that students teach each other and reinforce the content. Observe students and listen to their conversations so that you can determine what content you may need to reinforce the following morning. ! Beginning of day Complete the activity by finishing the second exercise at the beginning of the next day. In the second exercise, students interact with the entire class. These activities require students to answer each other’s questions about the course material. After all questions have been answered, you can correct the answers or add additional comments. The four activities that follow provide examples of review activities. You can modify them or create your own. Review Activity 1: Memory Map This activity facilitates the recall of information. It also helps students reflect on the information they have learned during the day. When you conclude the activity the following morning, it provides an opportunity for students to determine what information they need to review and provides a means for you to structure the morning review process. In this activity, students create a memory map that summarizes the content covered that day. Students can talk among themselves to help recall something they might have forgotten about the content. The following morning, they re- create their memory map and ask any remaining questions before starting new material. Objectives After completing this activity, you will be able to: • Determine the course material that you need to review with students. Before You Begin Materials To complete this activity, students will need two blank sheets of paper. Estimated time to complete this activity: 15 minutes at the end of the day and 20 minutes at the beginning of the next day. 8 Instructor Notes: Introduction Exercise 1: Creating the End-of-Day Memory Map The memory maps will be similar to the course and module maps used at the beginning and end of each module. However, students are free to use images instead of text or in combination with text. The maps do not need to be neatly drawn and organized. They are simply a technique for summarizing information. Students should not refer to the course workbook while completing this activity. They should work from memory. Encourage students to work with each other to recall all of the information. The memory map provides a review tool that students can use in the evening or after the course. Provide students with the following directions to complete the activity: ! Create a memory map at the end of the day 1. Summarize what you learned today by writing a short phrase, or drawing a visual image, in the center of a blank sheet of paper. The phrase or image is the key term for your memory map. 2. Draw a spoke from the phrase or image for each main point of the key term. Label the spoke with a short phrase that summarizes the main point. Try to keep each phrase as short as possible—one or two words. For example, a spoke from the key term might be “Process Model”. 3. From the spokes for each main point, draw additional spokes and label them with a short phrase that indicates subpoints of the main point. For example, subpoints may indicate the phases in the Microsoft Solutions Framework (MSF) Process Model. 4. Continue to draw additional spokes for subcategories of points until you have summarized the information you learned today. 5. Review your memory map. Is anything missing? Confer with other students in the class. Exercise 2: Creating the Beginning-of-Day Memory Map Repeat the activity from the previous day. Students start with a new blank sheet of paper. They should not review the map they have already created. The morning exercise is another opportunity to recall the information. Provide students with the following directions to complete the activity: ! Create a memory map at the beginning of the day 1. Start with a blank sheet of paper. 2. Without looking at your previous memory map, try to recreate the map. 3. After you have finished, compare it to your original map. Fill in any missing spokes from the memory map you created the previous day. 4. Review your memory map. Do you have questions about the material? The instructor will facilitate a discussion. Use the activity to structure your review process before beginning any new content. Ask students what material they forgot on their morning memory map. Determine whether you need to review that information. Instructor Notes: Introduction 9 Quickly have students help you create a new map on a whiteboard or flip-chart paper. As they help you create the map, verify whether they understand the material or need further review. Review Activity 2: Group Questions This activity facilitates the recall of information. It also helps students reflect on the information they have learned during the day. When you conclude the activity the following morning, it provides an opportunity for students to determine what information they need to review and provides a means for you to structure the morning review process. In this activity, students work in small groups to develop questions about the content covered that day. The following morning, the groups ask each other their questions to facilitate a review. Objectives After completing this activity, you will be able to: • Determine the course material that you need to review with students. Before You Begin Materials To complete this activity, each group will need a blank sheet of paper. Estimated time to complete this activity: 15 minutes at the end of the day and 20 minutes at the beginning of the next day. Exercise 1: Developing Group Questions This exercise is intended to get students to reflect on the material and determine what they need to know more about before continuing. Students should be able to answer each other’s questions within the group. Walk around the classroom and listen to get an idea of what information they did not understand completely. Provide students with the following directions to complete the activity: ! Create topic questions 1. Participate in groups assigned by the instructor. 2. Develop three questions about today’s material about which you are unclear or need to review. The questions should focus on concepts you want to know more about or information you need to apply the concepts at work. 3. Write your questions on a piece of paper. Discuss the possible answers to these questions in your group. 4. Ask one student to hold onto the questions for the completion of the activity the following morning. 10 Instructor Notes: Introduction Exercise 2: Answering Group Questions Each group should start with one question and pose it to the other groups. Let students answer the questions. Before moving to the next group’s question, add any information that is needed to complete the review of the topic. By rotating through the groups with each group asking one question at a time, you can cover duplicate questions and still give everyone an opportunity to answer a question. As the instructor, you may need to clarify a question for the class, but let the students provide the answers. After a student gives an answer, you may need to rephrase it to provide the correct answer for the rest of the class. Provide students with the following directions to complete the activity: ! Pose the group’s questions to other groups in the class 1. Get back into your groups from the previous day. 2. When it is your turn, ask the other groups one of your questions. 3. Other groups will answer your question, and the instructor will help if needed. 4. Answer the questions posed by other groups. Review Activity 3: Individual Questions This activity facilitates the recall of information. It also helps students reflect on the information they have learned during the day. When you conclude the activity the following morning, it provides an opportunity for students to determine what information they need to review and provides a means for you to structure the morning review process. In this activity, students develop questions about today’s material that they want other participants to answer. When this activity is complete, students will have written their own set of questions and answered two additional sets of questions. Objectives After completing this activity, you will be able to: • Determine the course material that you need to review with students. Before You Begin Materials Students will need three index cards to complete this activity. Estimated time to complete this activity: 15 minutes at the end of the day and 20 minutes at the beginning of the next day. [...]... the course material that you need to review with students Before You Begin Materials To complete this activity, each group will need one index card Estimated time to complete this activity: 15 minutes at the end of the day and 20 minutes at the beginning of the next day Exercise 1: Identifying an Obstacle Provide students with the following directions to complete the activity: ! Identify obstacles and. .. assigned by the instructor 2 Discuss the most important concepts and skills you have learned in today’s portion of the course 3 Discuss any potential obstacles to implementing the concepts and skills in your various workplaces 4 Discuss alternatives you could use to overcome the obstacles 5 Identify the obstacle that seems most challenging and write it down on the index card Submit your index card to... material for which you want more detail or review 2 Write each question on a separate index card The instructor will collect the cards, shuffle them, and then redistribute them 3 Look at the questions you have been given and try to answer them to yourself Check your course material if necessary Do not write answers on the cards 4 Give your index cards back to the instructor Exercise 2: Answer Individual Questions... information they have learned during the day and how it relates to their professional work When you conclude the activity the following morning, it provides an opportunity for students to discuss the implications of the skills they are learning in the course In this activity, students work in groups to identify potential obstacles to applying their new knowledge and skills in the workplace Then they generate... reinforce solutions as needed and to determine whether you need to review current material before starting with new material ! Provide solutions to obstacles 1 The instructor will redistribute the index cards to the groups Your group should have an index card with a new obstacle 2 As a group, analyze the new obstacle, summarize the material from the course related to the obstacle, and generate potential solutions... for overcoming the obstacle 3 When it is your turn, have a spokesperson for your group read the obstacle to the class, summarize the material from the course related to the obstacle, and present your solutions 4 Listen to the presentations of other groups and add your own suggestions ... themselves, as a way for them to review Then the students will ask each other their questions so that they can each judge how well they know the material Use the morning exercise to reinforce answers as needed and to determine whether you need to review current material before starting with new material Provide students with the following directions to complete the activity: ! Pose topic questions to other students . content, materials, and logistics for Course 1609: Designing Data Services and Data Models. Course Materials and Preparation Materials To teach this course, . Module Materials and Preparation This section provides you with the materials and preparation needed to teach this module. Materials To teach