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Teaching Keyboarding

Teaching Keyboarding. Learning Principles - General. Relevant Interaction Active participant Knows goal Progress Expanding behaviors High level. Learning Principles - Keyboarding. Psychomotor skill Immediate knowledge of results Skill development Transfer of learning

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Teaching Keyboarding

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  1. Teaching Keyboarding

  2. Learning Principles - General • Relevant • Interaction • Active participant • Knows goal • Progress • Expanding behaviors • High level

  3. Learning Principles - Keyboarding • Psychomotor skill • Immediate knowledge of results • Skill development • Transfer of learning • Understand goals • Distributed practice vs. massed practice • Individual needs

  4. Need for Keyboarding Skills • “The ability to use computers to perform everyday tasks will be the most important job skill in the 1990’s” • Word processing skills and computer literacy enhance success in writing and college achievement • Taking a keyboarding course “significantly improve[s] both their post-school employability and earnings”

  5. Equipment • Computers/Typewriters • Stand Alone/Networked Computers • Regular/Split Keyboards

  6. At What Grade Level Should Keyboarding Be Taught? • Fourth grade • 30 hours of instruction to use correct fingers • Not expected to key without watching fingers

  7. Why Elementary Children? • Use keyboard • Develop poor patterns • Develop attitude • Become more efficient • Reinforce writing and editing skills

  8. Who Should Teach Elementary Keyboarding? • Regular classroom teacher • Elementary teacher assigned keyboarding • Certified business teacher at elem school • Business teacher released part of day/year • Support person within school • Community volunteer • Students learn on own from software

  9. National Standards (NBEA) • Difficult to locate (p. 85 & 41) • Proper input techniques • Numeric data • Features of keyboards • Basic keyboarding

  10. Keyboard Presentation • Home-Row Method • First-Finger-First Method • Skip-Around Method • Numbers and Symbols

  11. Typical Lesson Presentation • Machine Adjustments • Objectives • Warmup • Drills and Exercises • Keys • Skill Measurement

  12. Madeline Hunter’s Method • Develop anticipatory set • State objectives • Provide instructional input • Model ideal behavior • Check for comprehension • Provide guided practice • Provide independent practice • Achieve closure

  13. Accuracy • Early Accuracy • Correct Posture • Correct Stroking • Steady Pace • Error Tolerance

  14. Speed • Attainment • Timed Every Day • Observations • Fatigue

  15. Conducting Demonstrations • Students typing or talking • Location, location, location • Demonstration machine • Necessary materials • Follow a routine

  16. Teaching Proofreading • Read copy slowly twice • Work in pairs • Classifications

  17. Teacher Observation • Watch for • moving heads • bobbing shoulders • massaging • keystroking • Feedback • No feedback • General directional feedback • Explicit directional feedback

  18. Teaching Tips • Allow students to look • Provide feedback and reinforcement • Use transparencies for evaluation • Provide guidance and move to confirmation • Understand kinesthesis • Provide real examples

  19. Motivation • Encouraging vs. discouraging remarks • Don’t overuse verbal praise • Be careful with competition • Vary incentives • Allow students to set personal goals • Reinforcement - where they are and reward

  20. REMEMBER • You make a difference in your students’ lives • You can motivate or make them hate class

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