Part 4: Instructor Guide

Introduction
This guide, as written, assumes learners already have a basic understanding and working knowledge of simple machines, including a definition, description, and examples of all 6 as well as general aptitude with using an iPad. If this project is meant to be done in conjunction with the research process, additional research instruction, guides, and data sheets may need to be added. This project can be performed on an individual or small group basis. There must be an iPad with the Scribble Press app installed to follow this guide. Gain Attention Begin by asking learners if they have used mobile devices like iPads and if they have read any books on them. Ask learners if they would like to create a book that can be read on the iPad and online. The instructor may show examples of eBooks and allow students to read a few to get an idea of what this project will entail and how interactive their final product will be.

Inform Learner of Purpose The instructor should state that the purpose of this project is to: use technology to demonstrate proficiency of content learned in class. Using the iPad is an interactive, cutting edge tool that allows students to construct and display what they know and have learned. The hope is that after this project is finished, this technology integration tool can be used in other content areas and classes.

Stimulate Learners Attention/Motivation Once attention has been gained, and the purpose of this project has been stated, the instructor should: Ask learners if they know of examples of simple machines and how they are used in everyday life. The instructor should show learners how they will use the iPad for this project. The instructor can show students how to use the camera, draw, and type pages on an iPad.

Provide Overview The instructor should review the learning objectives to provide a general framework and overview for the project (Appendix B Information Processing Analysis).

The instructor will be able to shorten/lengthen certain objectives to fit the needs and abilities of different learner groups. **NOTE** A point should be made that each learning objective is a stage in the process. A good implementation strategy is to not look past each stage. This will help keep learners organized and focused on each specific learning objective.

Body
Stimulate Recall of Prior Knowledge To stimulate recall of prior knowledge, the instructor will: Ask students to talk about their knowledge of Simple Machines. Ask students to describe and give examples of Simple Machines. Ask students how Simple Machines make our lives and work easier.

Present Information and Examples The instructor will explain the project in detail by: Showing an example of an eBook and explain that this is a new form of reading. Allowing students to read an eBook of their own. Asking students if they enjoyed reading an eBook. Explaining that students will create an eBook just like the example they read. Explaining the eBook will be about the Simple Machines they have learned about in class. (If Available) Showing an example of a teacher created practice book. Divide the class into groups of 2-6 students.

Gain and Direct Attention The instructor will gain and direct attention by: Asking students if they enjoy using the iPad and if they would like to create a project on one. Explaining to students that this is a new and cutting edge way to create a project and to read a book. Explaining to students that their parents and teachers will be able to read their books on a mobile device and online. Telling students that when the project is finished, they will be able to show their eBooks to others.

Guide or Prompt Use of Learning Strategies The instructor will guide or prompt the use of learning strategies by: Asking students to refer to classroom notes, handouts, and discussions when thinking about what information they will add to the eBook. If there is an insufficient amount of prior knowledge or recall, students may need additional time for research.

Provide For and Guide Practice To provide for and guide practice, the instructor will: Follow the flowcharts (Appendix C, D, E, F, G, & H). (May) Print off flowcharts and allow students to follow them independently as a self checking mechanism. Keep each of the 6 main steps separate, ensuring students stay focused on current task and do not get too far ahead of themselves. Model each step before students perform tasks. Assist student with any problems or troubleshooting issues that may come up.

Provide Feedback To provide feedback, instructor will: Have students refer to Appendix H to ensure student proof-reading was performed. Conference with students on positives and any revisions that may help make the project better. Upon completion, allow students to share eBooks with each other. Upon completion, allow students to showcase their work to other teachers, administrators, and students as a way to encourage this form of technology integration in other content areas, classes, and grade levels.

Conclusion
Summarize and Review (Review of Prior Knowledge section for teachers to gauge general aptitude) Ask students to talk about their knowledge of Simple Machines. Ask students to describe and give examples of Simple Machines. Ask students how Simple Machines make our lives and work easier.

Transfer learning

As students progress, instructor can visually assess transfer of curriculum objectives to content displayed in the project.

Provide Remediation and Closure Any students who may have struggled during the project may benefit from small group or one-on-one remediation to gain mastery. Ask students to identify their own strengths, weaknesses, rewards, and challenges of using an iPad to create a project and the overall project itself. Ask students how this form of technology integration could be used in other classes or content areas. Ask students if they would like to conduct this project again, or a similar one.

Assess Learning Have students complete the regularly assigned classroom assessment on Simple Machines. **NOTE: This project is meant to be a supplement to normal classroom instruction and assessment.** Instructor may create their own assessment if one is unavailable. Assessment should focus on identifying 1) 6 Simple Machines, 2) Descriptions and definitions of each, 3) How the machine makes work easier, and 4) Real-life examples of each.

Provide Feedback and Remediation Take results of regularly assigned assessment to guide specific remediation needs. Allow students to further revise their eBooks if they feel compelled to (based on classroom discussions, assessments, and increased knowledge gained through experience.