Observation - Direct Instruction

Today I filmed myself instructing my students in my Computer Applications course. The intent was to get a "before" snapshot of direct instruction.

Lesson objective: Students will understand what is an Excel chart and understand the importance of choosing the best chart to represent the data. Students will learn the 4 steps of the chart wizard. Student will learn how to customize an Excel chart

Text: Learning Microsoft Office 2003, (c) 2004 Pearson Education, Inc. Exercise 17, Pages 397-402.

Procedures: I asked the students to open an Excel assignment that we worked on the day before. This assignment contained data from an in-class survey. I taught the students how to choose adjacent and non-adjacent cells for an Excel chart. I explain they needed to include both labels and values. After selecting the data, the students opened the chart wizard. Step One: Choose the Chart. We discussed the importance of choosing the appropriate chart for the data (ie, data over time might want a line graph, pie graphs are good for comparisions to the whole, etc). Step Two: Select the data series. We discussed ways to change the selected data. Step Three: Chart Options. The chart options correlate to the type of chart. We discussed picking a specific and appropriate chart title, labels for x & y axis, legends, data labels, etc. Step Four: Choose the Chart Location - either as an embedded chart or on its own sheet. I then instructed the students how to change the features (fonts, colors, alignment, etc) of the chart. At the end, each student went around to each other's computers to view the various charts.

Reflection: For most of the students, using the chart wizard was a new procedure. For the most part, students followed the direct instructions and created a successful chart by the end of the class. Here are some specific observations:

1. The students chose appropriate charts (mostly pie, bar & column)
2. 3 students did not understand the initial instructions and I had to assist them in choosing the correct data.
3. Think/Pair/Share: When I asked the students to discuss information with their neighbor, 3 sets of students did not follow the instructions.
4. Most of the students were on task and several asked for clarification on chart options.
5. Dustin seemed familiar with the procedures and worked ahead when we got to the chart wizard.
6. Scott was distracted and several times opened his Internet browser to look at pictures from the school dance.

Overall, I felt the lesson was fine. The class period consisted of me giving lots of instructions and only a little bit of student interaction. The students were on task but not all were actively engaged in the activity. Some students did not follow along with the demonstration and as a result, made mistakes that needed correction. I referred to the book but most of the instruction was oral.