Instructional Plan I
Keyboard Shortcuts Using Windows Seven and Microsoft Word, Alex 11th grade
Course Title: Technology
Lesson Title: Keyboard shortcuts using Windows Seven and Microsoft Word
Instructor: Teacher for the Blind and Visually Impaired (TVI) Phuong T. Nguyen
Assistant Instructor Required: None
Location of Training: Skyline High School, Room 154
Evaluation Method: Observe, count, and tally mark Alex’s progress to measure how well and
how many keyboard shortcuts Alex used independently in each activity of each lesson by
listening to Job Accessible Word Speech (JAWS)
Space Requirement: Table (desk) and chairs
Training Model: Direct Instruction
Max. # of Students: One
Total Time Required: Four hours
Prepared by: Phuong T. Nguyen
Date: 4/5/2012
Revised by: Phuong T. Nguyen
Approved by: N/A Date: N/A
Rationale for Intervention
According to the expanded core curriculum of the Texas School for Blind and Visually Impaired
(TSBVI), in order to help students with visual impairment to succeed in their academic goals,
TVIs and other professionals need to provide accommodations/ modifications to meet the needs
of the individuals. This includes extended time for assignments and tests, and alternative and
specialized materials, instructions, and environments. With these accommodations and
modifications, students with visual impairments may have opportunities to experience and
achieve most academic, daily living, social interaction, and recreation/leisure skills.
Also, Cyral Miller, the Director of Outreach at the TSBVI, has said that unlike sighted
students who learn to gain skills and knowledge by casually and incidentally observing and
interacting with other people in their vicinities, blind and visually impaired students should learn
with explicit directional and sequential instructions from people who are knowledgeable about
blind and visually impaired students and have experience with technologies.
For certain skills, visually impaired students may have a difficult time learning in a large
group setting. They need thorough instruction and explanation for concepts, such as computer
skills, braille, science, and map skills, along with advanced math and spatial concepts.
Alternative equipment and material for the students may also be needed, such as a Perkins
brailler, raised line paper, guiding canes, abaci, talking graphing calculators, or specialized
software for computers.
Based on the Core Curriculum Standards of the Utah State Office of Education, in order
to fulfill academic goals and for lifelong learning, as a high school student Alex should learn and
become skillful in technologies. Technological skills are helpful tools for Alex when dealing
with research, information analysis, problem solving, and decision-making in content learning.
Performance Objectives
Alex’s Individualized Education Program (IEP) goal and Present Level of Academic
Accommodation and Function Performance (PLAAFP): Based upon the interviews on February
25 and 26, 2012 and observations on February 27and 29 and March 1 and 2, 2012, Alex still has
functional vision (near acuity: 20/60 and far acuity: 20/70) and believes he does not need the
help of any magnifiers or screen reader programs--such as JAWS--or keyboard shortcuts on
either a computer desktop at home or at school. This limitation hinders Alex from improving his
reading, writing, and math skills. He needs to begin to receive specialized instruction with
technology in order to successfully improve his class and homework assignments. This will also
help Alex in preparation and transition to college.
Behavioral Objectives
By the end of the two-week period encompassing four lessons, Alex will be able to
demonstrate mastery of the 20 most important keyboard shortcuts while word processing his
papers and independently completing common computer tasks.
IEP Goal
When given opportunities to demonstrate his computer skills, Alex will be able to utilize the
20 most important keyboard shortcuts using Windows Seven and Microsoft Word independently,
to enhance his reading and writing with 80% accuracy within two consecutive weeks. These
keyboard shortcuts are:
1. Open a brand-new Microsoft Word document
2. Indent the new line of a new sentence of a new paragraph
3. Capitalize the first letter of a new sentence
4. Highlight a line, word, or character to either delete, copy, cut, or paste
5. Check the spelling, or formatting
6. Go to the spell check system
7. Select to ignore the grammar and punctuation rules
8. Delete spaces or words
9. Add words to the dictionary
10. Make word changes
11. Select single space
12. Select double space
13. Go to font system for formatting
14. Select font type
15. Select font style
16. Select font size
17. Save a document
18. Save as a document
19. Go to the thumb drive to reopen the same document for either reading or improving it
20. Copy text, document, or folders
Objective I
When given opportunities to demonstrate his computer skills, Alex will be able to utilize
the first ten most important keyboard shortcuts using Windows Seven and Microsoft Word
independently to help enhance his reading and writing with 85% accuracy within two days of the
first week. These keyboard shortcuts are the first ten keyboard shortcuts listed in the IEP Goal.
Objective II
When given opportunities to demonstrate his computer skills, Alex will continue to
utilize the first ten most important keyboard shortcuts, and then learn the ten additional keyboard
shortcuts using Windows Seven and Microsoft Word with 80% accuracy and independently to
enhance his reading and writing within two days of the last week. All 20 most important
keyboard shortcuts are listed in the IEP Goal.
Meeting Schedule
The TVI and Alex will meet twice a week and one hour per session. The TVI and Alex will
meet two consecutive weeks for Vision Services. Each hour of each day the TVI and Alex meet,
Alex shall be given the technological lesson that consists of the previous and current most
important keyboard shortcuts of the 20 keyboard shortcuts that are listed in the IEP Goal.
Standard
At the end of this class, Alex will be able to successfully use the 20 most important keyboard
shortcuts using Windows Seven and Microsoft Word that reflects his IEP Goal. Alex will
succeed in learning these keyboard shortcut skills through the following activities: using the
large and high-colored contrast flash cards; writing a 100-word introduction about himself,
composing class journal entries, reorganizing disordered paragraphs using the first chapter of
Harry Potter and the Deathly Hallows, writing a reflection paper on how the training in keyboard
shortcuts worked for him, and verbally reviewing the keyboard shortcuts with the TVI.
Course Title: Technology
Lesson Title: Keyboard shortcuts using Windows Seven and Microsoft Word
Statement of Purpose
Because Alex is at risk for additional retinal detachments, he must learn to use accommodations
and technology in his daily life. Keyboard shortcuts are essential tools for the blind and visually
impaired when using computers. Alex enjoys using computers as often as possible at school, so
this method was chosen to help him approach not only low-vision adaptation but also to enhance
his current regular keyboarding instruction.
Learning Environment
The physical learning environment will consist of a computer, JAWS, keyboards with blacked
out keys, and deactivated (or absent) mouse. The visual environment will have no glare and will
include high color-contrast flash cards. The chairs will be taken from his regular classroom and
instruction will take place in his regular self-contained classroom during normal school hours.
Intellectually, Alex will be stimulated by the use of technology, the positive attitude and
behavior of his TVI, and interesting or entertaining reading samples as part of the lesson.
Equipment, Materials and Tools
Description:
Number:
Chalkboard/Dry Erase Board
none
LCD Projector
none
Flipcharts and Stands (Pads Req.)
none
Slide Projector-Carousel, Tray
none
TV/VCR
none
Screen Reader Software
none
Video Tape Recorder and or Camera
none
Laptop Computer
none
Overhead Projector, Transparencies
none
Other Needed Equipment, Materials and Tools
The TVI’s loud, clear, and confident voice, desktop computer with JAWS but without a mouse,
separate additional computer keyboard, headphone, Victor Stream Reader (voice recorder),
Harry Potter and the Deathly Hallowsand, large and high-colored contrast print copy and
flashcards, Braille copy of the 20 most important keyboard shortcuts list, and talking watch.
Student Materials
Item
Desktop computer without the mouse, Victor Stream Reader, Large and high-colored contrast
print copy of the keyboard shortcuts using Windows Seven and Microsoft Word list.
Special Materials Notes and Comments
The print copy of the keyboard shortcuts list should be typed on the special waterproof paper
available through the American Printing House (APH) at the Ogden Education Resource Center
(ERC) at USDB using a large font size and high-color-contrast. This copy of the keyboard
shortcuts could also be laminated.
References
The Utah State Office of Education Core Curriculum:
http://www.schools.utah.gov/curr/lang_art/elem/core/core.html.
The TSBVI: http://www.tsbvi.edu/
JAWS Computer and Windows Keystrokes UWIN 2009: http://allhotkeys.com/
Lesson Plan Body
Course Title: Technology
Lesson Title: Learning and Practice of Keyboard Shortcuts Using Windows Seven and Microsoft
Word
Greeting: Start with a greeting that motivates students to learn, such as using welcoming words
toward the student, smiling with the student, and sitting next to the student.
Anticipatory Set: Talking with the student about the personal experiences of the TVI using
keyboard shortcuts during daily life to complete common tasks in Microsoft Word.
5 minutes: The TVI will verbally introduce via her personal experience how visually impaired
colleagues and other students have become efficient and independent when using keyboard
shortcuts for reading, writing or taking notes (verbal and gesture guidance).
5 minutes: The TVI will ask about Alex’s experience with keyboard shortcuts and prompt him to
ask about common tasks that he finds annoying or time-consuming when using a mouse. For
example, tasks like copying and highlighting large sections of text or revising and editing his
papers (verbal, physical, and gesture guidance).
5 minutes: The TVI will allow Alex to explore the computer keyboard and the activated mouse
for a warmup, such as using the start menu key, or the run command to open programs (verbal,
physical, and gesture guidance).
Lesson, Continued
5 minutes: Alex will have a choice to pick out the keyboard shortcuts of the 20 most important
keyboard shortcuts that he would like to learn first and use in today’s class activities.
--The TVI will use the large and high-colored contrast flash cards--which have the keyboard
shortcuts--with Alex, to help him to implement what he learned from the previous activity
(verbal guidance).
--Alex will be allowed to use a Victor Stream Reader or a Microsoft Word document on the
computer to audibly and electronically record lesson notes from the TVI for later study.
Lesson, Continued
15 minutes: Alex will learn these keyboard shortcuts via a 100 word introduction about himself
(verbal guidance).
40 minutes: Alex will continuously learn these keyboard shortcuts via daily journal entries of the
lessons of what he has been learning or doing for fun at school, home, or the gymnasium.
15 minutes: The TVI and Alex will verbally and physically review the keyboard shortcuts of the
previous activities of the lessons (the TVI
will answer Alex’s questions).
60 minutes: The TVI will often mix up several sentences and paragraphs from the first chapter of
Harry Potter and the Deathly Hallows and have Alex use his keyboard shortcut skills to
reorganize these disordered paragraphs (verbal guidance).
60 minutes: Alex will type up his reflection of what he has learned and how these keyboard
shortcuts assist in his reading and writing, using most of the keyboard shortcuts he has been
learning.
30 minutes: Finally, the TVI will use the review sheets and then pop quizzes to measure how
many keyboard shortcuts, out of the list of 20 that Alex has absorbed to use for efficient and
proficient reading and writing, so the TVI will be able to reemphasize the keyboard shortcuts that
he missed.
Methodology: Levels of Assistance
1. Modeling: This level of assistance includes physical and verbal prompts. The TVI will model
the correct placement of hands on keyboard and say the shortcut aloud.
2. Verbal Prompt: The TVI will only prompt Alex with verbal guidance about which shortcut to
use.
3. Questions: The TVI will ask Alex to complete a specific task, but will not physically or
verbally prompt him with the shortcut necessary to the task.
4. Tasks: The TVI will assign Alex a general task consisting of many smaller tasks (using
multiple shortcuts) to achieve his goal. Alex will work independently and then receive feedback
from the TVI – who will be available for questions.
Summary: The TVI will increase the assistance level when Alex struggles with new material and
decrease the level of assistance as Alex succeeds in tasks.
Collaborative Process
The TVI will ask Alex’s parents and other members of the professional team to help in
observing and assessing the student’s progress. These people can also continue to reinforce the
lesson in Alex’s regular classroom work and at home.
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Win+micro
TAB
SHIFT+(n)
HOME +SHIFT
+ (DOWN
ARROW)
F7 (Spellcheck)
F7 + TAB
Options
F7+
(ALT+I)
F7+
(TABx4)
Special
Delete
F7+ (TABx5)
F7+ (TABx6)
Win+micro
TAB
SHIFT+(n)
HOME +SHIFT
+ (DOWN
ARROW)
F7 (Spellcheck)
F7 + TAB
Options
F7+
(ALT+I)
F7+
(TABx4)
Special
Delete
F7+ (TABx5)
F7+ (TABx6)
CTRL+1
Single
Spacing
CTRL+2
Double
Spacing
CTRL+D
Font
Menu
CTRL+D+
FontName
CTRL+D+TAB+
FontStyle
CTRL+D+
TABx2 +
SIZE
CTRL+S
Save
F12
Save As
WIN +
Computer+
SPACEBAR+
DriveName
CTRL+C
Copy
CTRL+V
Paste
TVI’s Notes
The TVI and Alex will target the first five most important keyboard shortcuts of the 20
each lesson, using:audibly recorded notes for later study, the large and high-colored contrast
flash cards that contain the 20 most important keyboard shortcuts, a computer typed 100-word
introduction about himself, daily journal entries, disordered paragraphs for keyboard shortcut
practices, a reflection paper about how these shortcuts work out well for him, verbal reviews of
these shortcuts with the TVI, and pop quizzes. Thus, introducing and teaching these keyboard
shortcut skills will be invaluable in Alex’s current secondary education, future college, and a
potential second retinal detachment. If these events happen, Alex will need these valuable skills.
While teaching Alex these 20 keyboard shortcuts, the TVI will observe and recognize if
Alex understands and actually uses most of these shortcuts independently and successfully or not
by listening to JAWS and counting how many of them he uses. Also, there will be no homework
assignments for Alex because the TVI would not be able to keep track of his work when he does
not use his computer at school with the TVI.
After teaching Alex these 20 keyboard shortcuts and observing him, the TVI will be able
to measure Alex’s technological improvement by the review sheets and pop quizzes. The TVI
will then know the appropriate time that Alex should be able to move to the next level in learning
more shortcuts using Windows Seven and Microsoft Word.
In order to use keyboard shortcuts proficiently for school work and homework for Alex’s
current secondary and future college and to prepare for a potential second retinal detachment,
Alex needs to start learning these first 20 most important keyboard shortcuts immediately. When
Alex’s IEP is due, Alex, his TVI, and other professionals will be ready to move further in
enhancing Alex’s technological skills. Currently, Alex needs to learn five keyboard shortcuts
per time he meets with the TVI. However, if Alex could learn more than five, 10, 15, or 20 from
each lesson, he will be able to quickly master his keyboard shortcut skills and move on to learn
some other shortcuts.
_____________________
Phuong T. Nguyen
Date