Course Materials & Preparation

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 Presentation: 30 Minutes 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 Microsoftfi 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. 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: !✂Microsoftfi PowerPointfi 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. ... - tailieumienphi.vn