CEP 800 Action Research Reflection

The lesson that I completed for my action research was a little bit different than what I am normally used to. I am out of school for the summer so I do not have any students to complete the lesson with. Therefore, I ended up asking my two best friends if they would be willing to take part in the lesson with me. Luckily, they both agreed. I wanted to try to make the lesson as authentic as I possibly could considering the students that I was working with were non-traditional as they are both in their mid-twenties and have full time jobs; one is a medical assistant and the other is an enrollment officer for United Healthcare. I asked the both of them if they would be willing to meet me at my school so that I could teach the lesson inside my classroom. This was very helpful because they both needed computers to complete the lesson and it was a very familiar environment to me where all of my tools were available. Technology played a huge role in this lesson simply because the lesson was about a specific type of technology. Being a technology teacher, all of my lessons incorporate technology. The primary objective set for all of my student is to make sure they are technologically literate in hopes that no matter where they are or what class they may be in, they have to skills necessary to be successful in a 21^st century environment.

We met up on Saturday afternoon to complete the lesson. I thought the lesson went exceptionally well. I mean, I was only working with two individuals so if they needed assistance it was quite easy to provide individualized instruction. I was also able to utilize my Starboard. This made visually explaining things a breeze. However, I had to teach the lesson a little bit differently than I normally do because I did not have a student who could act as a volunteer and complete the steps on the Starboard as I read them aloud. To remedy this, I completed the steps on the Starboard as I also read them aloud to the students. After we completed the first few initial steps of setting up the spreadsheet together (both used Microsoft Excel, though, they could’ve chosen Google Docs if they wanted), I was able to let the two work independently to research the Internet for the items they wanted to “purchase” for their dream rooms. 

Overall, the lesson took roughly an hour to complete from start to finish. The two, though familiar with the name Microsoft Excel, both explained to me that they learned things about the program that they did not know (formulas and terminology), and were able to brush up on some of the features (autoformat and fill handle). I think that it went quite well. I am looking forward to using this lesson in the upcoming school year with a class full of students. My two volunteers explained that they thought it would be a fun lesson for middle school students to complete, and that it taught not just how to use Excel, but maintaining a budget too.

CEP 800 Lesson Plan

Using spreadsheet software to create a budget for a dream bedroom

Author - Jeff Patton

1. A problem or a need – 

I teach computers technology in a computer lab. One of the things I work on with students is mastery of spreadsheet software. We use Google Spreadsheets and Microsoft Excel. One of the best things to use a spreadsheet for is creating a personal budget.

The goal that will be addressed in this lesson is using spreadsheet software to create a budget for a $3000 dream bedroom. Not only must they budget for their room without going over, they must use formulas and functions in the spreadsheet to track spending and research the Internet for the items that will go in their dream rooms.

2. A real-world performance –
The lesson will introduce the concept of budgeting in a fun way while reinforcing the

spreadsheet skills developed in earlier lessons.

3. An instructional objective –

a. To be able to use the skills for creating spreadsheets learned in earlier lessons.

b. To effectively create a budget using a spreadsheet program.

c. To use formulas and functions within the spreadsheet to effectively track spending.

d. To effectively research the Internet to locate the products to virtually purchase.

Benchmarks:

6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts,

graphics, sounds) to enhance

communication with an audience and to support creativity

apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics,

sounds) to enhance

communication with an audience and to support creativity

6-8.RI.1. use a variety of digital resources to locate information

use a variety of digital resources to locate information

6-8.CT.1. use databases or spreadsheets to make predictions, develop strategies, and evaluate

decisions to assist with

solving a problem

use databases or spreadsheets to make predictions, develop strategies, and evaluate

decisions to assist with

solving a problem

6-8.TC.1. identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3)

4. A set of essential content

Students must have a general understanding of the functions of spreadsheet software. This

general understanding will be attained through teacher and student guided practice on the

classroom starboard. Students must also have adequate Internet research skills learned

through earlier lessons.

5. An evaluation consisting of a test or observation

When students complete the spreadsheet budget they will be evaluated by their final product.

The spreadsheet budget may either be shared to my email or printed.

6. A method to help participants learn –

This lesson would first include an introduction to the basic concepts of spreadsheet software

through a lecture utilizing PowerPoint and a video clip. After the intro lecture and discussion,

the basic concepts would be taught on the starboard with myself and an assisting student.

I would read the steps to completing the tasks aloud while my assisting student completed

the tasks on the starboard as I read them. The students would also be following along at

their own computers. After the teacher and student guided practice, students would work

independently on their projects.

● Motivation:

○ Meaningfullness –

The lesson utilizes the importance of budgets which is something these

students will especially need to understand as some of them may soon be

starting their first jobs.

○ Pleasant consequences –

By learning how to successfully use spreadsheet software students are

gaining skills that make them more competitive in the job market. They also

learning important money management skills that will help them to manage

themselves in the real world.

○ Novelty –

The students are able to create their budgets in a fun way by building

their “dream bedroom.” They have $3000 virtual dollars to decorate their

bedrooms any way possible.

● Socialization -

○ Students are able to learn money management skills that their friends might now

know about. From waterslides to refrigerators, many of the students end of up in

competition to create the most amazing and unique bedrooms.

● Audience –

○ Age

8th Grade

○ Skill level (including technology skills)

Students will have varied technology skills. Students will be a cohesive mix

of general and special ed students.

○ Prerequisite knowledge (including technology background)

All students will have a general understanding of the functions o

CEP 800 Digital Storytelling: Edmodo

My digital storytelling video can be found on Youtube