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
for updated
Instructor Notes.
!
Review the Microsoft
®
Certified Professional (MCP) Web site at
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


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.
Instructor Notes: Introduction 11



Exercise 1: Create Individual Questions
Provide students with the following directions to complete the activity:
!
Create topic questions
1. Develop three questions about today’s 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
The next morning, you redistribute the index cards. Students should have cards
with different questions than those they answered the previous evening. They
will have a short time to try to answer the new questions for 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
1. The instructor will redistribute the index cards from the previous day. You
should have a new set of questions.
2. Take five minutes to answer the new set of questions for yourself.
3. When it is your turn, ask the group a question from one of your index cards.
Choose the question that interests you the most or that you need to learn the
most.
4. Answer questions posed by other students.
Review Activity 4: Overcoming Obstacles
This activity helps students envision how they can apply their new skills in the
workplace. It also helps students reflect on the 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
ideas for overcoming potential obstacles.
12 Instructor Notes: Introduction

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 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 solutions
1. Participate in groups as 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 the instructor.

Exercise 2: Overcoming an Obstacle
The next morning, redistribute the index cards, one to each group of students.
Each group of students should have an obstacle that is different than the one
they identified. They will have a short time to brainstorm about potential
solutions to the obstacle.
Use the morning exercise to 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.