Professional Documents
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LESSON PLANS
#1 UNDERSTANDING
JENZABAR EX
OF
DATABASE
Performance Objective: Using the Jenzabar EX database software, essential staff will be able to explain
relevance for using the database and locate the key management issuance section in the activity center correctly
3 out of 4 times.
Time: 1 Hour
Step 1: Pre-Instructional Activities: Review training session handout prior to start time.
Step 3: Learner Participation: Learners will participate in verbal learning checks throughout the training
session to confirm understanding of key terms. Learners will have an opportunity to become hands-on by
logging into the database system’s PLAY database and locating sections in the Activity Center.
Step 4: Assessment: Learners will take a paper post-test to assess their attitudes after the instruction (See
Assessments page).
Step 5: Follow-Through Activities: At a designated time after instruction (between 7pm and 10pm), learners
will log into their Facebook account and join the “Jenzabar Key Management” group. Learners will respond to
the discussion prompt questions: “How comfortable are you with using the Jenzabar database after your first
training session?,” “What was the most difficult topic to understand?,” and “What question(s) will you ask for
clarification on today’s topics?” Each learner must reply to at least 3 other group members.
Lesson Plan Summary: I’ve incorporated Gagne’s Nine Events of Instruction, into the lesson plan to enhance
the staff’s learning process. One of the attention getters used to gain interest was to have the staff member
reflect on how much time it takes to log key tracking information manually. After reviewing the objective, I
would review a pre-requisite checklist of 2-4 skills needed to perform the tasks and ask the staff to verbally
confirm their confidence in performing the skills. This review was helpful in the learners confirming what they
already know about the topic which also parallels to their attitude toward learning new information. This also
supports the Cognitivism learning theory due to the learner’s ability to intake new information, process it and
build upon what they already know to achieve the current objective. The learners practiced executing the skills
necessary to accomplish the task with a visual aid/instruction worksheet and guidance. Receiving feedback and
praise during practice seemed very rewarding as the staff seemed satisfied and became more engaged and
inquisitive about the topic.
PAGE | 8
KEY MANAGEMENT 2018
LESSON PLANS
#3 DATA COLLECTION
Performance Objective: Learners will be presented with two different data collection methods and will correctly
select and use at least one that is most appropriate for their respective area.
Time: 1 Hour
Step 3: Learner Participation: Learners will receive a link to join the live Google Hangout discussion. Learners
will discuss: 1) ways they have used data in their specific roles, 2) potential challenges they may face when
collecting data, and 3) examples of polices that could be changed and funding request types.
Step 4: Assessment: Learners will take a paper post-test to assess their attitudes after the instruction (See
Assessments page).
Step 5: Follow-Through Activities: At a designated time after instruction (between 7pm and 10pm), learners will
log into their Facebook account and join the “Jenzabar Key Management” group. Learners will respond to the
discussion prompt question: “Which data collection method did you find most useful and why?” Each learner
must reply to at least 3 other group members.
Lesson Plan Summary: I’ve incorporated Gagne’s Nine Events of Instruction, into the lesson plan to enhance
the staff’s learning process. One of the attention getters used to gain interest was to have the staff member
reflect on how much time it takes to log key tracking information manually. After reviewing the objective, I
would review a pre-requisite checklist of 2-4 skills needed to perform the tasks and ask the staff to verbally
confirm their confidence in performing the skills. This review was helpful in the learners confirming what they
already know about the topic which also parallels to their attitude toward learning new information. This also
supports the Cognitivism learning theory due to the learner’s ability to intake new information, process it and
build upon what they already know to achieve the current objective. The use of a job aid (training overview
handout) and video presentation was used to keep the learners engaged throughout the presentation. The
learners practiced executing the skills necessary to accomplish the task with a visual aid/instruction worksheet
and guidance. Receiving feedback and praise during practice seemed very rewarding as the staff seemed
satisfied and became more engaged and inquisitive about the topic.
PAGE | 10
KEY MANAGEMENT 2018
LESSON PLANS
#4 BUILDING YOUR
RESIDENCE HALL AND
ROOM LISTING IN
MICROSOFT EXCEL
Performance Objective: Using a Microsoft Excel spreadsheet and checklist, essential staff will be
able to correctly build an accurate residence hall and room number listing and complete 13 of 15
steps.
Time: 1 Hour
Step 3: Learner Participation: Learners will participate in verbal learning checks throughout the
training session to confirm understanding of key terms. Learners will have an opportunity to
become hands-on by opening Microsoft Excel on their computers. Learners will open a new
document complete the steps below.
PAGE | 11
KEY MANAGEMENT 2018
LESSON PLANS
#4 BUILDING YOUR
RESIDENCE HALL AND
ROOM LISTING IN
MICROSOFT EXCEL
CONT'D
Step 4: Assessment: Learners will take a paper post-test to assess their attitudes after the
instruction (See Assessments page).
Step 5: Follow-Through Activities: At a designated time after instruction (between 7pm and
10pm), learners will receive a link to join the live Google Hangout discussion. Learners will
engage in live discussion for 15 minutes. They will provide peer feedback to each other
regarding any challenges they encountered during the session.
Lesson Plan Summary: I’ve incorporated Gagne’s Nine Events of Instruction, into the lesson
plan to enhance the staff’s learning process. One of the attention getters used to gain interest
was to have the staff member reflect on how much time it takes to log key tracking information
manually. After reviewing the objective, I would review a pre-requisite checklist of 2-4 skills
needed to perform the tasks and ask the staff to verbally confirm their confidence in
performing the skills. This review was helpful in the learners confirming what they already
know about the topic which also parallels to their attitude toward learning new information.
This also supports the Cognitivism learning theory due to the learner’s ability to intake new
information, process it and build upon what they already know to achieve the current objective.
The use of a job aid (training overview handout) and video presentation was used to keep the
learners engaged throughout the presentation. The learners practiced executing the skills
necessary to accomplish the task with a visual aid/instruction worksheet and guidance.
Receiving feedback and praise during practice seemed very rewarding as the staff seemed
satisfied and became more engaged and inquisitive about the topic.
PAGE | 12
KEY MANAGEMENT 2018
LESSON PLANS
#5 BUILDING YOUR
RESIDENCE HALL IN
JENZABAR
Performance Objective: Using the Jenzabar EX database software, essential staff will be able correctly to locate
the Session Definition section and accurately build a residence hall using at least 4 out 5 data fields.
Time: 1 Hour
Step 3: Learner Participation: Application Practice Scenario – Your supervisor asks you to create a mini
residence hall for the summer school session. Create a residence hall in Jenzabar that you created in Microsoft
Excel in the previous training session. Learners will receive a link to join the live Google Hangout discussion.
Learners will share their screen with the group to demonstrate the steps below.
Step 4: Assessment: Learners will take a paper post-test to assess their attitudes after the instruction (See
Assessments page).
Step 5: Follow-Through Activities: Learners will be given a worksheet with the steps randomly printed out of
sequence. Learners will be tasked with correctly organizing the steps on paper. Correct answers will be given in
an answer key.
Lesson Plan Summary: I’ve incorporated Gagne’s Nine Events of Instruction, into the lesson plan to enhance
the staff’s learning process. One of the attention getters used to gain interest was to have the staff member
reflect on how much time it takes to log key tracking information manually. After reviewing the objective, I
would review a pre-requisite checklist of 2-4 skills needed to perform the tasks and ask the staff to verbally
confirm their confidence in performing the skills. This review was helpful in the learners confirming what they
already know about the topic which also parallels to their attitude toward learning new information. This also
supports the Cognitivism learning theory due to the learner’s ability to intake new information, process it and
build upon what they already know to achieve the current objective. The learners practiced executing the skills
necessary to accomplish the task with a visual aid/instruction worksheet and guidance. Receiving feedback and
praise during practice seemed very rewarding as the staff seemed satisfied and became more engaged and
inquisitive about the topic.
PAGE | 13
KEY MANAGEMENT 2018
LESSON PLANS
#6 CREATING YOUR
RESIDENCE HALL ROOM
LISTING IN JENZABAR
Performance Objective: Using the Jenzabar EX database software, essential staff will be able to correctly locate
the Session Rooms section and build a residence hall room number listing 4 out 5 times.
Time: 1 Hour
Step 3: Learner Participation: Learners will participate in verbal learning checks throughout the training session
to confirm understanding of key terms. Learners will have an opportunity to become hands-on by logging into
the database system’s PLAY database and completing the steps below. Learners will receive a link to join the live
Google Hangout discussion. Learners will share their screen with the group to show their completed task.
PAGE | 14
KEY MANAGEMENT 2018
LESSON PLANS
#6 CREATING YOUR
RESIDENCE HALL ROOM
LISTING IN JENZABAR
CONT'D
Step 4: Assessment: Learners will take a paper post-test to assess their attitudes after the
instruction (See Assessments page).
Step 5: Follow-Through Activities: At a designated time after instruction (between 7pm and
10pm), learners will log into their Facebook account and join the “Jenzabar Key Management”
group. Learners will respond to the discussion prompt question: “How did they develop their
room number patterns as it relates to the floor layout of a residence hall?” “Each learner must
reply to at least 3 other group members.
Lesson Plan Summary: I’ve incorporated Gagne’s Nine Events of Instruction, into the lesson
plan to enhance the staff’s learning process. One of the attention getters used to gain interest
was to have the staff member reflect on how much time it takes to log key tracking information
manually. After reviewing the objective, I would review a pre-requisite checklist of 2-4 skills
needed to perform the tasks and ask the staff to verbally confirm their confidence in
performing the skills. This review was helpful in the learners confirming what they already
know about the topic which also parallels to their attitude toward learning new information.
This also supports the Cognitivism learning theory due to the learner’s ability to intake new
information, process it and build upon what they already know to achieve the current objective.
The use of a job aid (training overview handout) and video presentation was used to keep the
learners engaged throughout the presentation. The learners practiced executing the skills
necessary to accomplish the task with a visual aid/instruction worksheet and guidance.
Receiving feedback and praise during practice seemed very rewarding as the staff seemed
satisfied and became more engaged and inquisitive about the topic.
PAGE | 15
KEY MANAGEMENT 2018
LESSON PLANS
#7 CREATING YOUR KEY
INVENTORY LISTING IN
JENZABAR
Performance Objective: Using the Jenzabar EX database software, essential staff will be able to locate the Key
Management section and assign 10 out of 12 correctly key codes for each room key associated with each room
number in their residence hall.
Resources or Materials Needed:
• Desktop Computer with Internet Connection
• Jenzabar Software Installed on Office Computer
• Jenzabar Key Management Training Handout
• Google Hangouts
• Jenzabar EX Key Management Blogsite
Time: 1 Hour
Step 3: Learner Participation: Learners will participate in verbal learning checks throughout the training session
to confirm understanding of key terms. Learners will have an opportunity to become hands-on by logging into
the database system’s PLAY database and completing the steps below. Learners will receive a link to join the live
Google Hangout discussion. Learners will share their screen with the group to show their completed task.
PAGE | 16
KEY MANAGEMENT 2018
LESSON PLANS
#7 CREATING YOUR KEY
INVENTORY LISTING IN
JENZABAR
CONT'D
Step 4: Assessment: Learners will take a paper post-test to assess their attitudes after the
instruction (See Assessments page).
Step 5: Follow-Through Activities: At a designated time after instruction (between 7pm and
10pm), learners will receive a link to join the live Google Hangout discussion. Learners will
engage in live discussion for 15 minutes. They will provide peer feedback to each other
regarding any challenges they encountered during the session.
Lesson Plan Summary: I’ve incorporated Gagne’s Nine Events of Instruction, into the lesson
plan to enhance the staff’s learning process. One of the attention getters used to gain interest
was to have the staff member reflect on how much time it takes to log key tracking information
manually. After reviewing the objective, I would review a pre-requisite checklist of 2-4 skills
needed to perform the tasks and ask the staff to verbally confirm their confidence in
performing the skills. This review was helpful in the learners confirming what they already
know about the topic which also parallels to their attitude toward learning new information.
This also supports the Cognitivism learning theory due to the learner’s ability to intake new
information, process it and build upon what they already know to achieve the current objective.
The use of a job aid (training overview handout) and video presentation was used to keep the
learners engaged throughout the presentation. The learners practiced executing the skills
necessary to accomplish the task with a visual aid/instruction worksheet and guidance.
Receiving feedback and praise during practice seemed very rewarding as the staff seemed
satisfied and became more engaged and inquisitive about the topic.
PAGE | 17
KEY MANAGEMENT 2018
LESSON PLANS
#8 ENTER
DATA
KEY TRACKING
Performance Objective: Using the Jenzabar EX database software, essential staff will be able to
correctly explain relevance for using the database, correctly locate the key management
issuance section in the activity center and issue a key electronically at least 9 out of 10 times
correctly.
Time: 1 Hour
Step 3: Learner Participation: Application Practice Scenario – Student paid for replacement
room key. Key was received by your office and the student has returned to pick up the
replacement room key.
PAGE | 18
KEY MANAGEMENT 2018
LESSON PLANS
#8 ENTER
DATA
KEY TRACKING
CONT'D
Step 4: Assessment: Learners will take a paper post-test to assess their attitudes after the
instruction (See Assessments page).
Step 5: Follow-Through Activities: At a designated time after instruction (between 7pm and
10pm), learners will receive a link to join the live Google Hangout discussion. Learners will
engage in live discussion for 15 minutes. They will provide peer feedback to each other
regarding any challenges they encountered during the session.
Lesson Plan Summary: I’ve incorporated Gagne’s Nine Events of Instruction, into the lesson
plan to enhance the staff’s learning process. One of the attention getters used to gain interest
was to have the staff member reflect on how much time it takes to log key tracking information
manually. After reviewing the objective, I would review a pre-requisite checklist of 2-4 skills
needed to perform the tasks and ask the staff to verbally confirm their confidence in
performing the skills. This review was helpful in the learners confirming what they already
know about the topic which also parallels to their attitude toward learning new information.
This also supports the Cognitivism learning theory due to the learner’s ability to intake new
information, process it and build upon what they already know to achieve the current objective.
The use of a job aid (training overview handout) and video presentation was used to keep the
learners engaged throughout the presentation. The learners practiced executing the skills
necessary to accomplish the task with a visual aid/instruction worksheet and guidance.
Receiving feedback and praise during practice seemed very rewarding as the staff seemed
satisfied and became more engaged and inquisitive about the topic.
PAGE | 19
KEY MANAGEMENT 2018
LESSON PLANS
#9 RUNNING YOUR
RESIDENCE HALL REPORT
IN JENZABAR
Performance Objective: Using the Jenzabar EX database software, essential staff will be able to
run a residence hall report and save it as an Excel file at least 4 out of 5 times correctly.
Time: 45 Minutes
Step 3: Learner Participation: Learners will participate in verbal learning checks throughout the
training session to confirm understanding of key terms. Learners will have an opportunity to
become hands-on by logging into the database system’s PLAY database and completing the steps
below. Learners will receive a link to join the live Google Hangout discussion. Learners will
share their screen with the group to show their completed task.
PAGE | 20
KEY MANAGEMENT 2018
LESSON PLANS
#9 RUNNING YOUR
RESIDENCE HALL REPORT
IN JENZABAR
CONT'D
Step 4: Assessment: Learners will take a paper post-test to assess their attitudes after the
instruction (See Assessments page).
Step 5: Follow-Through Activities: At a designated time after instruction (between 7pm and
10pm), learners will receive a link to join the live Google Hangout discussion. Learners will
engage in live discussion for 15 minutes. They will provide peer feedback to each other
regarding any challenges they encountered during the session.
Lesson Plan Summary: I’ve incorporated Gagne’s Nine Events of Instruction, into the lesson
plan to enhance the staff’s learning process. One of the attention getters used to gain interest
was to have the staff member reflect on how much time it takes to log key tracking information
manually. After reviewing the objective, I would review a pre-requisite checklist of 2-4 skills
needed to perform the tasks and ask the staff to verbally confirm their confidence in
performing the skills. This review was helpful in the learners confirming what they already
know about the topic which also parallels to their attitude toward learning new information.
This also supports the Cognitivism learning theory due to the learner’s ability to intake new
information, process it and build upon what they already know to achieve the current objective.
The use of a job aid (training overview handout) and video presentation was used to keep the
learners engaged throughout the presentation. The learners practiced executing the skills
necessary to accomplish the task with a visual aid/instruction worksheet and guidance.
Receiving feedback and praise during practice seemed very rewarding as the staff seemed
satisfied and became more engaged and inquisitive about the topic.
PAGE | 21