2. Who or what is causing it? Expensive yearbook publishers and their minimum order requirement are too high for some schools. Yearbooks are too expensive.

3. What kind of a problem is it? Schools cannot afford to purchase expensive yearbook programs from publishing companies; therefore, many schools boards are eliminating yearbook programs or asking teachers to come up with their own solutions. Students want a yearbook and the technology schools have available is capable of allowing students this opportunity of ownership.

4. What is the goal for improvement? The goal will be teachers/advisors creating their own yearbook which will include information and resources from the workshop to take back to their classrooms. This will enable the teacher to develop, print, bind, sell, and distribute their own in-house school/community yearbook. This program will save their school districts thousands of dollars, and in some cases, make money for their districts. This yearbook/desktop publishing curriculum will also give the students valuable skills in desktop publishing, photography, and graphic design and will expose them to a career in this field.

Most schools have the technology to create their own yearbooks. Why pay thousands of dollars to have a publishing company only allow the students to do some of the process of creating a yearbook? Small schools cannot continue to foot the bill for the cost of the yearbook. The cost of these books for students has become unaffordable. Some yearbook programs have been eliminated or given up to parent groups or the students themselves. The teacher/advisor will learn how to create a yearbook using Microsoft Publisher, digital cameras, scanners, printers, picture software, and a comb binding machine; most schools already own these technologies. The goal is to empower the teachers to use whatever publishing software they have and to take control of the production of the yearbook.

Goal Analysis

Goals	1. Teachers/advisors will create a yearbook page to be combined with each others in a bound yearbook reflecting the workshop participants and the curriculum of a yearbook class. 2. Teachers/advisors will be able to teach their students how to plan, create, print, and distribute a yearbook. 3. Teachers/advisors will save money for their districts by taking complete control over the production of the yearbook. 4. Students of these teachers will learn all aspects of managing and producing a publication.
Assessment	Teachers will learn various software and hardware in which a checklist of skills’ competencies will be used at the end of the workshop. Also, peer evaluation regarding layout and aesthetic value according to a rubric will be used with their page, in two stages.
Strategies	Teachers will engage in collaboration. Teachers will discuss strategies and technologies in putting together a yearbook. Teachers will view examples of quality yearbooks and use them as models. Teachers will create a yearbook page using all learned information. Teachers will evaluate quality in pages of each other. Teachers will create a yearbook to use for reference when going back to their district.
Delivery Systems	The workshop will be conducted in a computer lab with access to the internet, Microsoft Publisher, digital cameras, scanners, printers, and a comb-style binder. This environment will be a hands-on, collaborative activity where learners work with each other to develop a yearbook. The instructor will use a PowerPoint, internet links, and ready-made tutorials to aid with instruction.

Recommended Solution:

Teachers will attend a two-day workshop on how to develop an in-house yearbook to take back with them to their school districts. They will be given time to create a yearbook page which will be combined with all participants to create a yearbook reflective of the workshop’s happenings and information.

Learner Analysis

General Characteristics

Learners targeted for this workshop will be teachers or advisors of the yearbook in their K-12 school districts. Most participants will have at least an undergraduate degree in education. Most participants may already be yearbook advisors or have some experience with publishing software and publishing companies. The participants may be female or men. Participants will mostly be from South Dakota or surrounding areas. Many learners will be at the workshop because they are looking for alternatives to their own yearbook program, thus, highly motivated and able to discuss other alternatives in the environment.

Specific Entry Characteristics

Prerequisite skills: Learners must know how to use the internet and be familiar with PC.
Target skills: Learners will become familiar with digital photography, basic photo manipulation, Microsoft Publisher, scanning images, printing, and binding of a yearbook.
Attitudes: The learners will be highly motivated as most have interest in this subject or have been assigned this duty in their respective schools. Learners may be reluctant to make the change from hardcover to softcover yearbook and the advantages must be communicated.

Learning Styles

Perceptual Preferences and Strengths: Learners will be mostly visual learners as this topic deals with visual layout and design. Learners will be creative and will learn hands-on.
Information Processing Habits: Learners will learn is a social environment where collaboration will be encouraged and peer evaluation.
Motivational Factors: Learners will be highly motivated as many are looking for alternatives to their yearbook programs. Creation of yearbook page will be peer evaluated and published, thus encouraging best work.
Physiological Factors: None expected.

Context Analysis

The context in which instruction will take place will be a computer lab with fifteen to twenty PC’s.
The environment will encourage collaboration and discussion all along the way. A PowerPoint will steer discussion topics and instruction. Conversation and input will be encouraged along the way. Time will be allowed to work on yearbook pages with instructor as a guide.

Any computer lab with Microsoft Publisher and enough PC’s for all participants will be the workshop’s meeting place. The preference would be to get the teachers to Wakonda in the computer lab to ensure familiarity by the instructor and access to all equipment without traveling. However, the location may need to be based on where the interested parties are, as there are no motels in Wakonda and it is a two-day workshop. The computer lab should be set up to encourage collaboration and so all can see the presentation board. The lab should be equipped with a scanner, colored printer, and a presentation screen. The instructor shall go ahead of time for preparation of the environment. This workshop could take place on a weekend or in the summer to not interfere with the use of the computer lab.

Constraints to consider will be making sure the equipment is available and working. Other constraints will be enabling participants to bring their own equipment, such as digital cameras. This will be allowed as long as they have a way to download it and store the images for use on their pages.

Sequence of Instruction and Strategies / Task Analysis

Lesson Plan Outline

1. Use PowerPoint to steer lesson

2. State objectives of workshop

3. Explain environment and collaboration

4. Discussion questions using their experience

5. Explain goal of yearbook page and yearbook

6. Distribute rubric for yearbook page

7. Distribute skills checklist sheet

8. Show examples of Wakonda’s yearbook and cost analysis

9. Explain process of planning, producing, publishing using input from learners

10. Give links to use in exploring the help that is out there for yearbook curriculum development

11. Give time to explore planning links: theme, ladder, process

12. Decide on a theme for our workshop’s yearbook (brainstorm with inspiration software)

13. Using the atomic learning link to access tutorial to expose learners to using Publisher

14. Together go through basic skills of Publisher using tutorial

15. Explain and show how to use a digital camera (most will know this). Direct them to the checklist sheet photography section. Direct them to links to do with photography

16. Assignment One: take ten pictures of participants or objects around you using good composition.

17. Assignment Two: using a layout from examples of yearbook pages on-line or a popular magazine from pile provided, copy the layout in Publisher using the photos taken from Assignment One.

18. Explain how to find fonts and clip art using links already provided

19. Explain how to use scanner (most will know how to do this)

20. Assignment Three: Learners will save four pieces of clip art and create (2) headlines with flamingtext.com. Students will scan in three images using magazines and yearbooks and manage files (save correctly)

21. Assess competencies using the checklist with editor

End of Day One

Day Two

22. Review expectations of the day

23. Address any concerns from yesterday or today

24. Allow work time for class to create a ladder for this workshop’s yearbook

25. Assign editor responsibilities and reveal specification’s sheet.

26. Divide up work and information using ladder

27. Assignment Four: Each participant will create a yearbook page using a rubric for expectations and as an assessment tool (pictures, copy, information) reflecting information learned and photos, scanned images, or internet images.

28. Edit a pre-made (made by the instructor for this purpose) page using the peer edit assessment and the final rubric together.

29. Allow work time for creation of pages

30. Peer edit each other’s pages using (+,- sheet)

31. Print copies of each participant’s final page

32. Combine pages to make one yearbook for everyone using the binding machine. Show learners how to use binder.

34. Evaluate the entire yearbook and discuss how it turned out

33. Summative discussion on process of workshop and suggestions for improvement (questionnaire)

Strategies Justification

Because the workshop’s goal is to find a solution or alternative to using expensive yearbook publishing companies, the activities will involve discussion of ideas by the learners. Teachers should wish to learn from each other. These activities will allow for a lot of collaboration, as adult learners like to do.

The introduction to this workshop will use a roundtable format to discuss backgrounds and situations of the participants. Many good ideas will come from this discussion. The instructor has created questions to steer the roundtable. These questions will be projected on a screen using Microsoft PowerPoint. However, many other topics may come from this roundtable. Ample time is given to this activitiy.

The instructor will be showing just one of the ways schools can take back their yearbook, save money, and empower their students. The intent is that participants will be inspired by the Wakonda model to analyze their own resources and create an in-house yearbook in their own districts. The workshop will be presented to the teachers much like it would be to high school students in a yearbook class – a mini-yearbook class, so to speak. The product will be a yearbook that will act as a reference tool for them when they go home.

The instruction will be to quickly introduce all participants to the process of creating a yearbook, to provide links for on-line help in creating curriculum for their class, to show them tutorials to aid in software instruction, and to actually create a yearbook reflecting this information and putting the process into practice.

The teachers will learn how to use many of the technologies involved in producing a yearbook. Because most of the participants will be familiar with many of the technologies, this instruction will be accelerated and dealt with on an individual basis as needed. There may be a newbie that is here for discovery and wishes to soak up as much information as he/she can. Help can be given to those that need it.

The first three assignments are intended to build in preparation for the culminating project assignment four. Assignment four is the production of a page by each participant using all skills learned.

As a group we will evaluate a pre-made page using the rubric. This will give direction on how to use the rubric and identify quality before creating their own page. Peer editing using the rubric will place the teachers in the role of the students and give them this valuable experience in evaluating other’s work. Having the learners master necessary skills using the checklist of competencies sheet before assignment four will ensure they have all skills required to create the yearbook page.

Instructional Objectives

TPO: Using skills learned and expectations of a rubric, the learner will create a yearbook page using the specific information and skills learned in class. (Higher-Order Rule, Demands Application)

TPO: Using the information learned at this workshop, the teacher/advisor will be able to create a program at his/her own district to produce an in-house yearbook. (Higher-Order Rule, Demands Application )

E0: Using the digital camera and the information presented, the teacher/advisor will take quality photos for use in a layout.(Defined Concept, Demands Recall)

EO: Using the scanner with instruction provided, the teacher/advisor will successfully scan an image into a designated file. (Defined Concept, Demands Recall)

EO: Using the printer with instruction provided, the teacher/advisor will successfully print their yearbook page in duplication. (Defined Concept, Demands Recall)

EO: Using the binding machine with instruction provided, the teacher/advisor will successfully bind together one yearbook. (Defined Concept, Demands Recall)

EO: In collaboration with group members, the teacher/advisor will plan a ladder for organizing a yearbook. (Defined Concept, Demands Application)

EO: Using a professional example of layout design, the teacher/advisor will duplicate the design using individually created elements. (Rule Using, Demands Application)

EO: Using a peer editing rubric, the teacher/advisor will evaluate other’s work.

(Higher-order rule, Demands Analysis)

Objective	Strategy	Assessment
Using skills learned and expectations of a rubric, the learner will create a yearbook page using the specific information and skills learned in the workshop.	Creating a yearbook page	Yearbook Rubric
Using the information learned at this workshop, the teacher/advisor will be able to create a program at his/her own district to produce an in-house yearbook.	Complete workshop	Bound yearbook discussion with participants on value of reference tool; summative questionnaire
Using the digital camera and the information presented, the teacher/advisor will take quality photos for use in a layout.	Using camera take quality pictures, assignment one.	Checklist of competencies; Yearbook Final Rubric, peer evaluation
Using the scanner with instruction provided, the teacher/advisor will successfully scan an image into a designated file.	Using the scanner to scan pictures	Checklist of competencies; Yearbook Final Rubric, peer evaluation
Using the printer with instruction provided, the teacher/advisor will successfully print their yearbook page in duplication.	Using the printer to print yearbook page	Checklist of competencies; Yearbook Final Rubric, peer evaluation
Using the binding machine with instruction provided, the teacher/advisor will successfully bind together one yearbook.	Using the binding machine to bind together yearbook	Checklist of competencies; Yearbook Final Rubric, peer evaluation
In collaboration with group members, the teacher/advisor will plan a ladder for organizing a yearbook.	Creating a ladder class activity	Class agreement on order and duties of yearbook
Using a professional example of layout design, the teacher/advisor will duplicate the design using individually created elements.	Creating layout, assignment two.	Peer evaluation rubric, checklist
Using a peer editing rubric, the teacher/advisor will evaluate other’s work.	Peer evaluation	Peer evaluation rubric. Yearbook Final Rubric.

Instructional Materials

Introduction to Workshop

PowerPoint: Discussion questions with roundtable activity

Why are you here and what is your experience with yearbook production?	What do you hope to get out of this workshop?	How much does your yearbook cost? What do your students pay for the yearbook? Who is your publisher?
What software and hardware do you use for your yearbook?	What is the biggest challenge you have experienced as a yearbook/advisor? Or what is your biggest worry in the future?	How do you defend yearbook class to your administrators? What is its value for students?

Yearbook Rubric for Peer Editor Name __________________________________
	Pictures			Other Criteria
Grade	Photographer	Quality	Size & Amount	Theme	Colors	Design	Text	Deadline	Spelling	Names
+ _	Take own pictures unless involved in activity. +, -	Pictures are clear, focused; related to page, appropriate, no hand signs, etc. No stretched or misshapen pictures. +, -	Pictures are large enough to see, either all the same size or in proper proportion. Only 1 frame or border, unless pre-approved +, -	Theme is carried out ; eg. title, graphics +, -	Colors are carefully picked from the color wheel +, -	Design is balanced; appropriate for page & yearbook. Pictures toward the center, copy outside. +, -	No more than 2 fonts, readable; other than the title font must be all same size, falls within section specifications. +, -	Deadline is met. Special extensions may be given for technological problems. +, -	All words are spelled correctly. Names also are spelled correctly. +, -	Pictures are correctly identified. Names are checked off of a master list and a variety of students are on the page. +, -
Yearbook Rubric for Peer Editor Name __________________________________
	Pictures			Other Criteria
Grade	Photographer	Quality	Size & Amount	Theme	Colors	Design	Text	Deadline	Spelling	Names
+ _	Take own pictures unless involved in activity. +, -	Pictures are clear, focused; related to page, appropriate, no hand signs, etc. No stretched or misshapen pictures. +, -	Pictures are large enough to see, either all the same size or in proper proportion. Only 1 frame or border, unless pre-approved +, -	Theme is carried out ; eg. title, graphics +, -	Colors are carefully picked from the color wheel +, -	Design is balanced; appropriate for page & yearbook. Pictures toward the center, copy outside. +, -	No more than 2 fonts, readable; other than the title font must be all same size, falls within section specifications. +, -	Deadline is met. Special extensions may be given for technological problems. +, -	All words are spelled correctly. Names also are spelled correctly. +, -	Pictures are correctly identified. Names are checked off of a master list and a variety of students are on the page. +, -

Checklist of skills for Yearbook Workshop

Microsoft Publisher	editor	instructor
Open a new blank document
Insert a digital image
Create a shape
Fill shape with color
Select no fill for object to shine through
Insert a text box
Change fonts and color
Move objects around
Insert a new page
Delete pages
Crop an image
Rotate images and text boxes
Layer two images
Bring objects to the front and send to back
Use templates

Digital Photography (Camera)
Insert storage card
Zoom in and out of object
Compose a picture
Change file size
Change photo color and treatment
View picture on camera
Delete a photo
Download photo onto computer
Print photo in determined size
Save photo in correct file format

Digital Photography (photo software)
crop digital image
fix red eye of image
lighten or darken image
rotate image
change color of image
overall fix image

Scanner
scan in an image
save image in correct format
manage image in correct file

Print
print a Publisher document
Print a double sided page

Binding Machine
bind a yearbook together with comb machine

Yearbook Rubric
	Pictures			Other Criteria
Grade	Photographer	Quality	Size & Amount	Theme	Colors	Design	Text	Deadline	Spelling	Names	Proofed
4	Take own pictures unless involved in activity.	Pictures are clear, focused; related to page, appropriate, no hand signs, etc. No stretched or misshapen pictures.	Pictures are large enough to see, either all the same size or in proper proportion. Only 1 frame or border, unless pre-approved	Theme is carried out ; eg. title, graphics	Colors are carefully picked from the color wheel	Design is balanced; appropriate for page & yearbook. Pictures toward the center, copy outside.	No more than 2 fonts, readable; other than the title font must be all same size, falls within section specifications.	Deadline is met. Special extensions may be given for technological problems.	All words are spelled correctly. Names also are spelled correctly.	Pictures are correctly identified. Names are checked off of a master list and a variety of students are on the page.	Must be proofed by 2 students in class, editors, a teacher, and sign off for each.
3	Take some pictures and arrange to have others taken.	All but 1 picture is clear, focused; related to page, appropriate, no hand signs, etc. No stretched or misshapen pictures.	Pictures are large enough to see, either all but one the same size or in proper proportion. Only 1 frame or border, unless pre-approved	Little evidence of theme being carried out	Little evidence that the colors were chosen from the color wheel.	One picture is off center, but all are appropriate for page and yearbook. Pictures toward center, copy outside.	Text is 1 or 2 points different, but doesn't overpower the page. No more than 2 fonts are used; text is readable, falls within section specifications.	1 day late	1 mistake in spelling.	Names not correctly identifying picture. Not checked off, but a variety of students	Proofed by 1 other student, editors, and a teacher and signed off for each.
2	Arrange for all pictures to be taken. Didn't take any yourself.	All but 2 pictures are clear, focused; related to page, appropriate, no hand signs, no stretched or misshapen pictures.	Pictures are too large or too small for the page, not the same size or in proper proportion. Only 1 frame or border, unless pre-approved	No evidence of theme being carried out.	No color scheme.	Page off center. All pictures may be same size. Copy interferes with eye flow of the pictures.	Text is 1 or 2 points different, but doesn't overpower the page. No more than 2 fonts are used; text is not readable, a bit different from section specifications.	2 days late	2 mistakes in spelling	Names not correctly identifying picture or not a variety of students.	Proofed by editors, and a teacher only.
1	You use someone else's pictures. Get them out of their folder or off their disk, with permission	All but 3 pictures are clear, focused; related to page, appropriate, no hand signs, no stretched or misshapen pictures.	Pictures are too large or too small for the page, not the same size or in proper proportion. More than frame or border is used. Looks cluttered.	Page not related to the theme.	Colors don't match or clash.	Not much evidence of balance. Copy interferes with eye flow of the pictures a lot.	Text is 1 or 2 points different, and overpowers the page. No more than 2 fonts are used; text is not readable, does not follow specifications of section.	3 days late	3 mistakes in spelling	Names not correctly identifying picture or not a variety of students or duplicating people on the page.	Proofed by a teacher only.
0	Wait for the teacher or someone else to take pictures.	More than 3 pictures are not clear, focused; related to page, appropriate, hand signs, stretched or misshapen.	Pictures are too large or too small for the page, not the same size or in proper proportion. More than frame or border is used. Too many frames are used and looks cluttered.	Page not related to the theme or the page.	Colors don't match and too many colors used.	No balance at all. Copy is everywhere without consideration of pictures.	Text is 1 or 2 points different, and overpowers the page. More than 2 fonts are used; text is not readable. No consideration for section specifications taken.	More than 3 days late.	more than 3 mistakes in spelling.	Names not correctly identifying picture or only one or two people on the page.	Not proofed at all.

Helpful links for your yearbook.

Planning

http://www.adobe.com/education/curriculum/exchange/yearbook.html

Complete curriculum using Adobe products; provides a good slide presentation in PDF format to organize your yearbook class.

http://www.lapwai.k12.id.us/gkerby/lesson%20plan2.htm

Lesson plan for creating a desktop publishing page. Good example of a rubric for evaluation of a page.

http://webaccess.episd.org/lv/iphigh/ltunits.nsf/0/f3f48f6fe63e01b687256c0600732766?OpenDocument

Four lesson plans on yearbook design and organization.

http://www.jostens.com/yearbook/book_themes.asp

theme ideas on josten’s site

Layout

http://www.sisf.minoh.osaka.jp/MM/gallery%20links.htm

a list of yearbooks on-line for ideas and layout design

http://www.houstontpc.com/yearbook/yearbook_ideas.asp

Taylor yearbook ideas that are good tips for your own yearbook; fully with examples

Photography

http://yearbooks.lifetouch.com/lpi/advisers/index.aspx

Lifetouch yearbook site. Gives good pointers regarding photography, planning, etc.

http://www.studentpressreview.com/media/paper421/news/2001/11/02/Partnerships/Yearbook.Staffs.Can.Find.Design.Ideasin.Professional.Publications-114260.shtml

article on using magazines and advertising as inspiration for layout ideas

http://www.davor.com/Preplanning_Guide.pdf

Yearbook pre-planning guide. Good tips and literature for your yearbook.

Tutorial site

http://www.atomiclearning.com/home

atomic learning is purchased by the state of SD for all public schools

the site is full of tutorials for windows, macintosh, and curriculum

Publisher tutorial is available for your students here to help in teaching them how to use the software

Summative Evaluation Plan

Workshop Questionnaire

Question	Yes - comment	No - comment
Did the instructor present the information in a professional manner?
Were the correct number of days planned for this workshop?
Do you feel ready to produce your own yearbook at your own school?
Do you think the yearbook made in this workshop will be a reference you will use?
Do you feel competent in using the technology used in this workshop?
Do you think you understand the process of producing a yearbook?
Would you recommend this workshop to others?
Do you see any weaknesses do your see in this workshop?
Did the activities seem appropriate and manageable?
Did the activities help in teaching how to put together a yearbook?