Pg 71Briefly introduce the topics that will be covered in this lesson so students are aware of the new skills they will learn. Remind students also that all the information is available in the book as a reference so they don’t need to commit anything to memory or take notes.
Pg 72Objective 2.3This image is provided in the gallery as well in the Extra IR Files folder for you to use, as required.Tabs can be one of the most confusing features for students to figure out. You may want to introduce this slowly to relieve any anxiety people may have about how, what, and why to use tabs.
Pg 72Objective 2.3Most people who need to set tabs for a report will have that same report in a printed form to use as a model. Although it’s not mentioned as often any more, you may want to use the “guestimate” terminology to show students how they can quickly align the report with the ruler and guess where the best spot for the tab should be. Make sure students also understand that choosing the appropriate alignment can mean the difference between a “so-so” report versus a great report, especially if dealing with financial documents such as budgets, income statements, balance sheets, price ratio reports, etc.Discuss how using tabs can be extremely advantageous should the report need to be converted to another format such as Excel or Access. Tab codes inserted by Word can be recognized by other programs as the column separator option. This will be discussed in the Expert exam level.By taking their best guess as to where the tab settings should be placed, you can then introduce how easy it can be to change these settings as needed. The big reminder then is to select any existing text to be adjusted – similar to making any type of change to existing text, it must be selected first.
Pg 73Objective 2.3Provide an example of how to guess where the tab settings can be placed on the Ruler. When discussing the Tab Selector box, be sure to refer to the sample alignment in the book (or use your own). You can also relate this back to how the text appears if you change the alignment to paragraphs.Draw the students’ attention to the screen as they work with tabs, noting all the visual clues that appear to guide them, e.g., tab character, vertical dashed line when setting or modifying the tab setting, etc.
Pg 71Objective 2.3A trick you can provide to students is to use the text/line wrapping break with each line of the tabbed table so adjustments can be made to the figures in the tables all at once without having to select each line of the table. For instance, in the following screen, the student would have to select each line in the table before changing the tab settings for this table:In the next screen, notice the text wrapping features enables you to position the cursor anywhere in the table to make a change to a tab setting that automatically changes the entire table. Remember that text wrap breaks treats lines of text as a single paragraph, whereas each paragraph mark is considered a separate line that needs to be selected before you can adjust that paragraph.
Pg 75Objective 2.3Discuss advantages and disadvantages of using this dialog box versus using the ruler. In most cases, users will likely set tabs on the ruler as it is often much faster to set or modify. However, there will be occasion when they will need to be more precise or want to set up multiple tabs at the same time using any of the options in the Tabs dialog box.Emphasize the Set button must be used with each tab setting; in fact, you may even want to consider having them try it with one or two tab settings so they can see what happens. Another hint that can be helpful with a large report with many columns of data is to set the tabs on the ruler using the default left alignment. Then double-click one of the tab settings to display the Tabs dialog box and then change the alignment for each tab position in the list.
Pg 77Objective 2.7This image is provided in the gallery as well in the Extra IR Files folder for you to use, as required.This is another common feature that most people want to be comfortable using, and usually the concerns come from making adjustments. What this likely means is how to adjust the indents, or customize the bullet symbol.Ensure students understand the three different types of lists they can create, and how each can be used to emphasize specific things. For instance, a bullet list generally is a list of items with no priority, whereas a numbered list implies there is an order of some sort, and a multilevel list implies an order in the list even if it includes bullet points.
Pg 78-79Objective 2.7Students should start to understand and recognize that most features can be customized to suit their needs, giving them lots of options and opportunities to create a document with a professional look and message.Recognize that Word has started to use different terms to describe these features, relating these to how Windows functions. For instance, notice that “library” is used to represent different categories or types – this is similar to using Libraries to help organize your projects or folders in the operating system.
Pg 79Objective 2.7Take the students through an example of how to customize both bullets and numbering, giving them examples of when or why you might want to customize them, e.g., personalize a report, set up a standard type of numbering for specific types of reports, etc.The exercise also gives them a chance to customize these but is limited and may not allow for as much detail as they may get with your demo.
Pg 82Objective 2.7This feature seems to cause people a lot of problems when they try to use it, and generally when they need to change the levels. A hint you may want to provide is to encourage them to type the text using tabs to indicate levels prior to applying a multilevel list format. This at least provides them with a rough draft of where the topics should be place in relation to the main or opening paragraphs.Provide examples of when you may want to use a multilevel list format other than outlines, e.g., contracts, minutes, etc.
Pg 82Objective 2.7As with bullets and numbering, you can customize a multilevel list. You don’t need to go into a lot of detail regarding how to change all of these; it’s more important that students know it is possible and where to activate it.
Pg 84Objective 2.7You may be asked about the difference between the outline feature and the multilevel list feature. While there is similarity between the two, they are intended for different purposes.The outline feature is intended to help you organize sections or headings in a document. Initially an outline may appear quite similar to a multilevel list. When you switch from Outline view to Draft or Print view, you will see that Word has applied Heading styles to the entries in the list. The intention is that you will add text after each heading to complete the document. The multilevel list feature is intended to help create a list within a section of a document, rather than an outline of the whole document.You can also mention that this view can be used to create master and sub documents, which will be covered in Expert level. This can be very handy for those people who will be working with very large documents such as annual reports, manuscripts, plays, proposals, etc.
Pg 84-85Objective 2.7Ensure students understand that Promote means to move a level back, making it a higher level, whereas Demote moves the text inwards from the left margin to lower level.When demonstrating these terms, you may want to take it slowly and go through examples of demoting and promoting, as well as manipulating individual or families of text. Use an example of creating a preliminary table of contents for a biography of a well-known person or use the table of contents in one of your textbooks as a guide.
Pg 85Objective 2.7As part of the demo from the previous page, have students try these different views so they can see how text is affected as they begin to organize their thoughts for a particular type of report.
Pg 88Briefly review what topics were covered in this lesson so students are aware of the new skills they learned. Remind students also that all the information is available in the book as a reference.
Pg 88As time permits, go through the questions with students, or choose to assign these for groups or homework review.
