core essentials for activinspire trainer guide -...

Core Essentials for ActivInspire Trainer Guide

Enter the name of the Instructor on the title page before class starts!

Have the sign in sheet on the board as participants enter the classroom. Encourage them to come to the board and sign in using any pen color they choose. Take advantage of the opportunity to talk briefly about using color on the board with different colored backgrounds, the importance of contrast, and the difference between DLP and LCD projectors. Just because it’s your favorite color doesn’t mean it’s the best color to use on your flipchart pages!

Review the agenda for participants so they know what to expect.

Review the objectives for the course.

Core Essentials for ActivInspire Trainer Guide Accreditation options are available for teachers needing recertification credits. Promethean has a partnership with Seattle Pacific University in the US. Users must note their interest in the online form, http://bit.ly/SPUcredits and the registration form and additional information will be emailed to them. Participants who intend to take today’s course for credit MUST register with SPU within 3 business days and an instructional flipchart must be submitted for evaluation as a part of the course requirements. Attendance at today’s workshop alone is not sufficient for the credits. This is a great opportunity but encourage the participants to read the information packet on Planet carefully and make sure they understand the requirements, deadlines and forward them to the Academy email for any questions.

Please explain that you are now going to display a series of questions that will review and assess skills that were taught in the Introduction to ActivInspire online or face to face course. Participants should answer to their best ability and reflect on the skills gained from that course. Intro to ActivInspire is a mandatory prerequisite and all participants should have completed the course prior to Core Essentials. (Did anyone bring their certificate?) Let participants know that this will help gauge what needs to be reviewed before beginning Core Essentials or throughout the day.

Point out the ways using the ActivClassroom system will enhance teaching and learning. White block is a shape that will hold anything (container). Brainstorm with group writing their ideas on the block. Drag it down to display the listed items. Did they think of all of those? Did they have some additional ideas?

• Be sure to indicate that when shapes are made, they will be on the Middle Layer of the flipchart, adding to the understanding of layers.

• Participants should add a page to their flipchart to work along with the trainer to create shapes.

• Use this opportunity to point out the creation of the new page in the Page Browser.

• Point out they have now begun to create their first flipchart. • Click on the shape tool and show the menu that opens. Be sure

to expand the shape menu to show all of the options. • Explain that the outline color of the shape is controlled by the

color palette on the Main Toolbox and the line width is controlled by the pen slider.

• Point out the Fill Color Options.


• Use the center of the page to draw one shape without a fill. • Draw a filled shape using a standard color from the Shapes Fill

Color Palette. • Draw a filled shape and use the color picker to change one of

the fill palette's colors to match a color from one of the images on the page.

• Clear the page to offer more room to demonstrate. • Show a few of the lines - drawing them without a fill. • Use one of the line tools to draw a filled "free-form" shape.

Reset the page to display directions and allow practice.

Have participants follow along using one of the shapes they made using the Shapes Tool. Click on a shape to open the Marquee Handles toolbar.

Choose the Edit Shape Points Tool.

Show how various shapes can be changed using the Shape Points.

Allow Participants time to work with the shapes on their flipcharts.

Use this example page to show how to lock and unlock objects (using Design Mode). Everything except the textboxes with backgrounds can be locked for this example. Match the definitions by dragging the terms.

Ask participants to create a new page in their flipchart to create text. Ask them to look at the Page Browser to see how many pages they have. Have them move through the flipchart with the Page Browser. Ask them to note the page number at the top of their flipchart page. After brief explanation, demonstrate how to create a text box. Show that each time you click in a different area of the page, a new textbox is created, making it quick and easy to make multiple boxes for manipulation by students. (For instance, sequencing or matching activities) As you are at the board, you will be using the onscreen keyboard to enter your text. Explain as you open it that it is a floating tool that allows you to have a "wireless" keyboard that only requires the tap of the ActivPen to the desired key to create text. Of course, when working at a computer, one would use the computer's keyboard. Use the Reset Page Tool to bring page back to original condition.


Use this page to show a curriculum example for the text and shape tool. Also use this to review marque handles-locked. Review connections between civilizations; drag achievements to correct sections of venn diagram. Shapes, text, grouping text with shape, Lock (hiding items behind locked object).

After brief explanation, clear the page and demonstrate how to use the keyboard. To access keyboard, on the Main Menu, click on Desktop Tools>On-Screen Keyboard. Explain this may be used to add text to a flipchart, or type in another application such as entering search criteria while at the board. Demonstrate how to:

• Type • Show function keys • Show number keypad • Change to Child - Adult - small- large • Demonstrate using the Floating Keyboard in another Windows

application

Use the Reset Page Tool to bring page back to original condition.

Use the text box on this page to demonstrate how text can be edited at any time. Clicking on the text box will bring up the Marquee Handles Toolbar. Clicking on the Edit Text Icon will bring up the Text Formatting Toolbar and allow you to edit the text. You can also click on the Text Tool and click on a textbox to open. Show participants how to use the Fill Tool to highlight words on the page. (Use the fill tool action object)


Use the text box on this page to demonstrate how to spell check text. Click on the text box once and then right click or control click. Select Spellcheck Text from the menu. Point out the entire flipchart can be checked using the Tools>More Tools menu.

Use the "Amy and Mike" textbox to demonstrate how a textbox may be positioned. Also, show how the color of individual words can be changed with the Fill tool.

To group objects with text, use the Marquee Handles Toolbar to position the objects you wish to group. Use the Select Tool to select both objects, and then click on the Grouped Icon to group them together. Click on the box surrounding the grouping tool to show how the icon changes when the objects are grouped. Demonstrate grouping and ungrouping the triangle and the square.

Introduce the Resource Browser.

Core Essentials for ActivInspire Trainer Guide Demonstrate how to choose the location:

• My Resources • Shared Resources • Other Resource Folder>Browse

Navigate to a folder from the Shared Resources with images, shapes or annotations. Show how the thumbnails show in the bottom of the browser. Demonstrate Drag and Drop and Rubber Stamp. (You can use the practice flipchart to demonstrate how to apply resources). Point out the Resource Library Settings Menu. Explain the check should remain next to the Transparency option of they wish the resources to retain transparency when applied to a page.

This is a visual to reinforce what participants have learned about layers. The Top, Middle and Bottom layers may be pulled down over the background to show how the page looks to someone viewing the flipchart. Remind them Annotations default to the Top Layer, All other object types to the Middle Layer and the Backgrounds (which have been color only so far) goes to the Background Layer. Add a background to this page and show how it falls underneath all other objects. Explain the Bottom Layer is initially empty and they will learn to use it effectively as they become more familiar with the software. Remind them that changing the layer will sometimes have an effect on the behaviour of an object, so they may wish to use stacking order instead until they are more familiar with the options. FYI: There are some objects in the Resource Library which have been altered to a layer other than their default.

This can be used to demonstrate both how backgrounds and images from the Resource Library can be used to create flipcharts. The speech bubbles were made by the Shape Tool. This is a page from a writing flipchart (elem or middle school) The students will look at the scene. One student will come up to the board and fill in the speech bubbles according to what they think is happening in the scene. Once the student has filled in the information, the teacher will instruct the students to write on their own how they think the story will end. Use the scene as a pre-write. You can also use it to discuss setting.


Show how to access the Shared Grids Folder and apply a grid to the page. Be sure to explain the grid "hovers" over the background layer and is placed underneath all objects on the flipchart page.

This page will highlight both grids and the menu in the Page Browser. The Page Browser menu will be used to duplicate the page. The textbox has a shape behind it that was made translucent. This allows the text to show better over the background but not obstruct the background. This is the first page of a flipchart. An example of how the flipchart comes next. It begins with only 2 people in the boat. A page is added for each additional pair until the solution becomes evident. The last page in the series shows how by solving a small problem, a solution for a large problem can be developed. Use these examples to:

• Show how backgrounds enhance the lesson • Talk about being able to add images from the Image Resource

Libraries. • Mention Shape Tool was used to add lines in boat. • Introduce Grids • Show where the grid on this is found. (Horizontal Grid was used

from Shared Grids. The grid was not sized) • Enable Snap to Grid. • 'Snap' the people in the boat. • Enable Hide Grid.

Lesson Idea: Demonstrates how to present a problem then be able to break it down over the next pages of the flipchart. The students first try to move the men on the first (this) page. It is almost impossible to complete the task. The next page of the flipchart would show how to begin with a simpler problem (2 people in the boat). The next page would have 4 and so on. This is continued until an equation is discovered (revealed on the next page). Talk about how time can be saved if the page with 2 people is duplicated and added to for the 3rd page of the flipchart. That page could be duplicated and so on. (A link to the original flipchart (created in 3.6) is in the lower left corner of this page.)

Core Essentials for ActivInspire Trainer Guide The grid is from the Grid Resource Library Folder. The squares were made with Shape Tool. Snap has been set to the Grid. Squares have had Drag a Copy enabled. Teacher could have the grid hidden and first have students predict how many squares will fill each square. Students will then drag and count the squares as they fill the shape. Enable the grid to count the squares around the perimeter.

Sample of templates Images on this page are the copyrighted property of JupiterImages and are being used with permission under license. These images may not be copied without permission from JupiterImages. 2007 JupiterImages Corporation. AROUND THE WORLD ALLITERATION Text input 1. Ask children to complete the 'I am going on a trip to...' phrase using alliteration. 2. Children should use their Expression devices to submit words. 3. Seed responses to the page. 4. Ask children to discuss the best uses of alliteration and the reasons why they are effective. 5. Change to another phrase by clicking on the blue board. There are 26 destinations in total: Athens, Bombay Copenhagen, Damascus Edinburgh, Falaraki Galway, Havana Indianapolis, Jakarta Kuala Lumpur, London Monaco, Nairobi Odessa, Paris Quebec, Rome Sydney, Tunis Ulundi, Vienna Washington, Xiamen Yokohama, Zagreb

Click on "Resource Packs" for a visual of the link to the resource search page on planet. (http://www.prometheanplanet.com/en/search/resources/resource-type--resource-pack) - is the direct link. There is a link at the bottom right of the page for easy access to Promethean Planet. If you have not signed in, you will need to do so in order to search and download a pack. Search for a pack. Show how you would choose to save it, but don't wait for the download. Cancel the process instead of clicking Have a pack already on your computer to import so you do not have to wait for a download. The next page gives a graphic for importing


Click on text headings 'From the File menu', or 'From the Open Resource Pack Dialog Box' to show appropriate image. You can also point out that Resource Packs may be imported using the Root Folder's Menu in the Shared or Personal Resource Browser.

This page shows an imported resource being added to a page.

By the time you reach this page, you have most likely shown all the features below. This is a reminder page to be certain you have properly addressed the Page Browser. You will probably just need to remind them of the points on this page. Time may be short and the participants will have the backup of ActivLearning to find out more about the Page Browser. As you train, think about the following and try to incorporate as can. Have you shown how to: Move from page to page.

• Size the thumbnails by using the slider tool at the bottom right. • Move pages around.

Explain a page or pages can be selected with Shift - click for sequential selections, or Control-click for non-sequential selections. Explain that multiple pages have one identified with a black border. The next page can be used to point out the page menu allows you to:


• Perform editing (cut, copy, paste, duplicate etc.) • Insert pages

Point out some other options available in the page menus as time permits. Have participants work with their practice Use this page to point out the menu options available. You will not go into depth on all. Mainly point out cut, copy, paste, delete, duplicate and the Insert Page Menu. Explain a page or pages can be selected with Shift - click for sequential selections, or Control-click for non-sequential selections. Explain that multiple pages have one identified with a black border. This is the page that shows the menu button. Click on that menu to display the menu's options. The choice you make will apply to all of the selected pages. Explain that the pages may be copied > Once copied, the user can move to another flipchart and use a page menu in that flipchart to paste in the copied pages. Page(s) may also be dragged to the tab of any open flipchart and will be copied to that flipchart. Objects on a page can be duplicated from one thumbnail to another by a simple click and drag. Mention that other options will be covered later today or in additional trainings.

Show how to open the Notes Browser. Earlier we set this page using the Object Browser. We know there are hidden objects behind the watering can and underneath annotations. These objects would not be evident to another person using this flipchart. Page notes can give an explanation about how this page is to be used. Show how to use the Format Toolbar to edit the text in the Notes Browser. Discuss ways page notes can be used:

• List objectives • Lesson plan information • Answer key • Directions

Updates to 1.6 Page notes have their own default font size ‘14’ rather than using the page font size that was used last.


Show Camera Tool can be accessed through any of the Tools Menus. Explain there are several ways in which a picture may be captured. For this example, it will be an area snapshot. If applicable, image reflects 1.6 update: When an ActiView is connected, a floating Wonder Wheel provides users the options to capture images and video directly from ActiView and insert into a flipchart. ActiView may now be launched from the ActivInspire menu at Insert > Launch ActiView

Use this and the following pages to explain and give directions on using the Camera Tool. This is a background from the Backgrounds > Photographs > Snake Have then place it (or a background of their choice) on the page and take various types of photos.

The snapshot has been locked in place and facts have been hidden behind it. Students will determine if they are true or false about reptiles.

Show how to take a freehand snapshot using the Desktop Tools. This is an excellent opportunity to talk about bringing in student photos, pics of science experiments, document camera pics, etc. This is a good time to address briefly copyright issues. A simple acknowledgement that all sources should be credited and copyright laws followed is all that is needed. Refer participants to their local expert for more discussion. If applicable, image reflects 1.6 update: When an ActiView is connected, a floating Wonder Wheel provides users the options to capture images and video directly from ActiView and insert into a flipchart. ActiView may now be launched from the ActivInspire menu at Insert > Launch ActiView


The Object Browser allows for easy viewing of object position on a flipchart page. Point out that when an object is chosen, an icon will appear in the browser next to the selected object. This menu will offer editing options. These are the same options available in the Marquee Handles Toolbar Menu and the right-click menu. The following page will be used to demonstrate ordering, layering, and locking/unlocking objects.

Use this page to demonstrate being able to locate items in the Object Browser. Even those items that may not be evident when looking at the page (the annotations covering the answers) will be identified in the Browser. Demonstrate how choosing an object in the browser shows its location on the page. Show the reverse is true as well. NOTE: This activity uses the Eraser Tool to erase the pen marks inside the boxes used to label the plant. Make certain not to use the Magic Ink for this activity. (You will teach this later.)

Shared>Subjects>Flowers and Plants Open the Object Browser, show had to order the shapes behind the flower. Drag the shapes onto the page and use the Object Browser to move the shapes onto the Background Layer. Draw the Brown annotation with the pen to be used to indicate the dirt in which the flower will be planted. Point out it is shown in the browser as you create it. Place it on the bottom layer. Use the Browser menu to lock it. Use the Pen Tool to label the flower while pointing out it is populating the Browser.

Use this page to practice locking and changing order and layer with the Object Browser. You can have participants work together to develop the page into the plant lesson from the previous page. On the page are all the resources needed. Ask participants questions about where they think objects should be moved as you work with the objects in the Object Browser using the directions below to set up the activity. After completing this page, give participants time to create a simple activity of their choice at their workstation. You could also have a couple of participants come to the board and work with this page (reset it first) while some are at their desk working. Demonstrate how the Object Browser can help to set up this activity.

• Open the Object Browser. • Point out the annotations displayed in the browser.


• The brown annotation over the flower roots needs to be edited so the roots will show. Ask where in the flipchart structure the annotation would need to be placed in order for it to display behind the flower roots.

• Select the brown annotation object. Point out it is selected in the browser and on the page.

• The brown object is meant to show the hole the flower is planted in and would not be an item that would be manipulated in any way once the is "dug". Talk about the fact that, if it had been available, the creator of the flipchart would have chosen a background with the "hole" already there. This would be a good use for moving the brown annotation to the Background Layer. This locks it to the background and it is not longer editable.

• Explain there are some annotations on the page that cannot be seen, but are displayed in the browser.

• Select the annotations in the browser and show they select on the page.

• Write in the answer to one of the flower parts. • Point out the annotations you created are now listed at the top

of the stacking order on the top layer. • Use the Eraser to display your answer. • Explain that there are text objects to be ordered behind the

watering can. • Show when text objects are chosen in the Browser they select

on the page. • Move the watering can, and talk about the fact that until a

change is made, the can will move. • Show how to lock the can over the text objects taking time to

show it can be done through the Browser Popup Menu, right-click or the Marquee Handles Menu.

• Explain that once an object is locked, it cannot be selected using the Select Tool.

• Show how to unlock the object with the Browser Popup Menu. • After making sure the can is locked, demonstrate pulling the

text from behind it.

• The lesson calls for the cloud to be pulled from the side of the page over the sun.

• It is currently ordered in front of the sun. After pulling it out, use the Marquee Handles Bar to order it to the front of the sun.

• Point out it changes in the Object Browser.

• From the Object Browser, bring the sun to the front.

When all is complete, a fully designed page will be done. NOTE: Point out that if desired all objects on a page can be locked with the lock icon

Core Essentials for ActivInspire Trainer Guide at the top of the column.

The lesson asks student to label the flower parts. The instructions say to write their answer in the box under the line drawn from the part. They are to use the Eraser to uncover what they wrote in the box to display the correct answer. Students are to then pull from the watering can information about each part and place it correctly above the lines. Lastly ask if there is anything else in the picture that helps the flower to grow. (Sun). Teacher then asks what else does it need (rain/water). Student will pull from the side a cloud with rain to cover the sun.

The Object Browser was used to place the textboxes and shape so the answers are displayed and the incorrect responses go to the back of the shape. Have the students drag the questions that could be made into an experiment. Several of the choices are strictly research. They must be sure there is measurable data to be an appropriate question. Students will need to know the difference between experimental data and research.

Use this page to show how skills and resources have worked together to create a page:

• Backgrounds • Images • Creating textboxes (with and without a background) • Grouping (fish and label) • Could use a grid to help align numbers - then use Clear Tool to

remove. Another option would be the Align feature in the right-click or Marquee Select Tools menu.

• Object Browser to lock in place the wood and plants so fish can hide.

Lesson: Sequencing in Alphabetical Order. Pull fish (hidden behind logs and plants) and place them in correct order.

Another example of using the Object Browser. Drag words through the Translator.

Core Essentials for ActivInspire Trainer Guide The objects on this page are on their default layer. Use this page to show how to build the previous page. After demonstrating you can Reset and give participants time to try this on their own. The first two blocks remain on the middle layer. They must be the same color as the objects that you do not wish to display. The last block should be moved to the bottom layer. 'Six" the circles and '6' are to move together, so they must be grouped. Since objects within a group can be manipulated individually using the Object Browser, they may be grouped before changing their stacking order and/or layer. This is an important concept to teach about the Object Browser so be sure to group prior to changing the stacking and layering order. Text 'six' and the circles remain on the middle layer to the front of the shapes. The third shape goes to the bottom layer. Text '6' goes to the bottom layer and to the front of the third shape.

The objects on this page are on their default layer. Use this page to show how to build the previous page. After demonstrating you can Reset and give participants time to try this on their own. The first two blocks remain on the middle layer. They must be the same color as the objects that you do not wish to display. The last block should be moved to the bottom layer. 'Six" the circles and '6' are to move together, so they must be grouped. Since objects within a group can be manipulated individually using the Object Browser, they may be grouped before changing their stacking order and/or layer. This is an important concept to teach about the Object Browser so be sure to group prior to changing the stacking and layering order. Text 'six' and the circles remain on the middle layer to the front of the shapes. The third shape goes to the bottom layer. Text '6' goes to the bottom layer and to the front of the third shape.

Magic Ink is another way to make lessons interactive. Sound next to the title is a "magic" sound. The Magic Ink Tool "paints" over objects placed on the top layer, revealing the objects on the layers below. Show participants where to locate Magic Ink. NOTE: the text covers part of the picture below so you can point out the Magic Ink looks through all flipchart layers.

• Ask them to create a textbox on their flipchart page. (Use the textbox about Magic Ink on this page with this example) • Draw over the textbox with the Pen Tool set wide to cover all the text. • Demonstrate that by drawing over the text with the Magic Ink an object will be created that will allow you to see the text below. (Draw a

Core Essentials for ActivInspire Trainer Guide thick single line approximately '100" width and as wide as the textbox.) • Explain this is true because Magic Ink 'views' through objects on the top layer and, by default, annotations are created on the top layer. (Emphasize Magic Ink creates an object and the object is an Annotation.)

Show that the annotation object Magic Ink created can be dragged down the page to reveal, line by line, the textbox.

Use the Magic Ink Tool to look inside the volcano. Because the image is on the top layer, the Magic Ink views through it.

Use the Magic Ink Tool to look inside the volcano. Have participants make with you. The volcano images are found in: Subjects>Geography>Geology>Volcano The Background is from the Backgrounds Folder. Shape made with Shape Tool. Use the objects on this page to demonstrate building an activity with Magic Ink. NOTE: The 'Look Inside a Volcano' text doesn't show up on this background, but you will place it over the image, where it will then display well.

• Explain the white shape is to be the backdrop for the images. Placing it on the bottom layer would move it out of the way. • Move it into the center of the page. • Next move the image of the inside of the volcano over the white block. • Explain the object of the lesson will be for students to use Magic Ink to view through the photograph. • To view through the photo, it must be moved to the Top Layer. • After moving the photo to the top layer, explain that for the text 'Look Inside a Volcano' to display within the defined area, it too must be moved to the top layer and ordered to the front of the stack on the top layer.

When all is complete, use the Magic Ink to view the inside of the volcano.

Core Essentials for ActivInspire Trainer Guide The image on the right shows how the flipchart items would be placed on the layers (shelves). It is to be used to explain briefly the concepts of layers.

• The top layer can be dragged over the middle layer to show how it covers the image on the middle layer.

• The bottom layer can be dragged up, making it become a single "page".

Demonstrate that using the Magic Ink would reveal the items on the layers below.

The Focus Tools are designed to focus students' attention.

Revealer can hide information to be presented in stages. Demonstrate you can reveal left to right, right to left, top to bottom, bottom to top. Show the position of the revealer can be preset using the menu. Reveal down to display "Show you flipchart a little at a time". Set the revealer to 'Save revealer position'. The next page will show the revealer will open in that position.

Revealer Tool was positioned and menu set to save Revealer position and direction.


Demonstrate use of the Spotlight Tool by opening and showing how the different options work. The next page offers a background to use for demonstration. This page is to show where to find the tool.

Use the spotlight. Ask where this picture was taken. Demonstrate how to move and size the spotlight. Show how to change the type of spotlight. Show you can write inside the spotlight or around a solid spotlight. Show how to close the spotlight.

Show how to use the Spotlight menu to take a photo of the items within the Round Spotlight and Square Spotlight.

Show the different options for displaying the Clock Tool; analog, digital, both. Demonstrate setting sounds and actions. Have participants open the Clock Tool and practice using this tool. Discuss ways the Clock Tool could be used in the classroom.


Bring out the clock tool and set different sounds and actions. Discuss how this might be used in the classroom.

Show tickertape menus and options. Click on tickertape icon to start sample tickertape. Show how you can change text, fonts, colors, etc. Discuss possible uses in the classroom. Allow participants to create own tickertape.

Use the Connector Tool in the largest of the preset widths to join the Steps to Problem Solving. Use the curved connector lines to connect the steps. Use the straight lines in the color of the step background to connect each step to a strategy. A completed page follows this with all answers connected Problem solving questions use the scientific process. This flipchart page is great for science as often we look at the scientific process and only have students go through a rote exercise to determine the order of the steps. This page asks the students to use a higher order of thinking skills to analyze the steps and to apply them in a new way to come up with the sequence of the process.

ActivExpression variation: Do not have grey boxes on the page. Have students text a strategy that could be applied to a step of the process. Connect strategy to step with the connector tool.

UNDERSTANDING THE PROBLEM * Can you state the problem in your own words? * What are you trying to find or do? * What are the unknowns? * What information do you obtain from the problem? * What information, if any, is missing or not needed?

2. DEVISING A PLAN * Look for a pattern. * Examine related problems, and determine if the same technique can


be applied. * Examine a simpler or special case of the problem to gain insight into the solution of the original problem. * Make a table. * Make a diagram. * Write an equation. * Use guess and check. * Work backward. * Identify a sub goal.

3. CARRYING OUT THE PLAN * Implement the strategy or strategies in step 2, and perform any necessary actions or computations. * Check each step of the plan as you proceed. This may be intuitive checking or a formal proof of each step. * Keep an accurate record of your work.

4. LOOKING BACK * Check the results in the original problem. (In some cases this will require a proof.) * Interpret the solution in terms of the original problem. Does your answer make sense? Is it reasonable? * Determine whether there is another method of finding the solution. * If possible, determine other related or more general problems for which the techniques will work.

This page shows what might be the final result after students have connected then organized the web to easily see the process for solving problems. Demonstrate how all the connected items can be moved and remain connected.

Connect the play to the quote. Choose the color for you connector tool to be the same as the background color of the play. Then draw a connector from the play to the quote. Answers (by keyword or each quote) R/J -Rose,Sorrow Macbeth - Knock, Done, Double Hamlet - Protest, Rotten, Borrow Othello - Heart


Show how to access the ruler and change the way it displays. Have participants use their ruler(s) on a flipchart page. You may wish to clear this page and show how to draw along the edge of rulers with the pen or highlighter.

Demonstrate use of the Protractor. Show how to access the protractor and change the way it displays. Have participants use their protractor(s) on a flipchart page. You may wish to clear this page and show the draw options of protractor with the pen or highlighter.

Use the Math Tools to solve this problem. Perimeter-Ruler Angles-Protractor Sum of Angles-Calculator


Demonstrate use of the Compass. Show how to access the compass and change the way it displays. Have participants use their compass(es) on a flipchart page. You may wish to clear this page and show the draw options of compass with the pen or highlighter.

Use the Compass Tool to draw a radius from Mt. Redoubt. Discuss implications of living in cities in the 200 km range from Mt. Redoubt. Use this page to explain the Compass Tool and how it works. This would also be a good place to use the Zoom Tool even though it is not covered as an objective in this training.

Demonstrate how to open Dice Tool. Set the number of die, alter the speed and roll and Output the sum to the page.

Bring out and use the XY OriginTool


Use the XY Origin to change the way in which the "m" shape mirrors.

Go to the Insert menu to open up the Equation Editor and add equations to the flipchart page. Once added, they can be edited by double-clicking on the equation. The "text" size of the equation can only be adjusted using the increase and decrease icons on the Marquee Handles Toolbar. The color of the equations can be changed by using the Fill Tool or by clicking on a color in the main Color Palette when the equation is selected. It will always color in the entire equation, it will not do just one number, variable or symbol. Model creating a couple of simple equations for the teachers and change their color using the ways described above.

Use the Page Zoom to make the small text readable. Pan over to the menu image to show pan feature. Demonstrate the other techniques described on the page.

This is the example in the manual Use the zoom tool to view the Latitude and Longitude. Write in the corresponding city.


As you ask, "Can anyone show me where '___' is?", use the Handwriting Recognition Tool to write the state's name. The participant can then move the textbox to the correct callout. Allow the participant to write the next state to be identified. The textbox will be in the last used font settings. Be sure to demonstrate the 1.6 function!

You can select the color of the pen and the width of the outline from the color palette and Pen Width Indicators. It will recognize with those settings.

Take time for questions from participants. What do they not understand? With any remaining time, free work time/practice is highly encouraged.


It is essential to allow at least 15 minutes at the end of the day to complete the procedure to ensure everyone submits an evaluation.

The URL is http://learning.prometheanplanet.com/f2f

Users are encouraged to first log into Planet and then type the URL for quickest access, a landing page will appear with a list of courses. The user needs to select the appropriate course attended today, which will require an enrolment key. The enrolment keys will change monthly (1st) for security purposes. Trainers, you will find the Word document listing this month’s keys inside the online evaluation course. VERY IMPORTANT: EXPLAIN the value of the additional resources available online to all face to face customers. Take time to practice the skills taught today using the tutorials online, utilize the curriculum companion resources which include some practice pages and if users complete the online course as well, they will be able to download the online certificate.

Finally, encourage users to continue on their professional training journey with Promethean.

http://learning.prometheanplanet.com/f2f�

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