Training on Spreadsheets

Groups of students in a computer lab collaboratively solve problems in spreadsheets.

Educational Level

Higher Education

Student Age


Number of students


Lesson duration

2 hours

  • Select and apply appropriate cell formatting and conditional formatting.
  • Use formulas and functions (basic statistical, counting, conditional counting, logical functions, etc.).
  • Visualize data and results.
  • Select and use appropriate chart types and create graphs.
  • Develop collaborative skills
  • Develop communication skills.
  • Develop time management skills.
  • Quickly and easily create a stylish simple to mid-level spreadsheet application.
  • Effectively collaborate with their peers.

Computer lab computers, video projector, Internet, Learning Management System (LMS), MS PowerPoint, MS Excel, Google Sheets, Excel Online, WiFi, TRs.

One or more students who cannot physically participate in the computer lab can be virtually present and participate via TRs.

Flipped Classroom: Students first study the educational material (content, resources) at home and then interact with the teachers and their peers in class. During the computer lab, the teacher answers questions and consults them to solve the assigned problem in spreadsheets.

Collaborative Learning: Groups of two or three students work together to solve the assigned problem in spreadsheets.

Problem Solving: Students are actively engaged with the assigned problem trying to find a solution. They look for possible sources of needed information, analyse it, learn new knowledge and apply it to solve the problem.

Lab-based Learning: Students apply their knowledge, practice their skills, and experiment with the spreadsheets. They observe, think, discuss and experiment with the assigned problem.

Lesson Plan
Before the Lesson:


  • Decides which topic to present.
  • Decides which problem to assign.
  • Prepares the material regarding the topic and the problem.
  • Uploads the material on the LMS.
  • Books the computer lab.
  • Set up the computer lab.
  • Informs students who cannot be physically present that they can book and use a TR.


  • Read the material on LMS.
  • Prepare for solving problems in spreadsheets.


  • Presents and explains the material.
  • Presents and explains the problem to be solved by the students.
  • Divides students in teams.
  • Helps teams during problem solving.


  • Attend the teacher’s presentation.
  • Meet with their team partners.
  • Read carefully the assigned problem.
  • Exchange ideas with their team partners.
  • Solve the problem.
After Lesson:


  • Presents and explains the correct solution to the problem.
  • Identifies students’ errors and misconceptions.
  • Discusses the problem solution with the students.
  • Reflects on the material and the problem.


  • Reflect on their knowledge and skills about spreadsheets.
  • Reflect on their collaboration and their team partners.
Media and materials:

Teaching materials are in Greek and are stored in password-protected LMS.

Bibliography includes the following (in Greek):

Α. Οικονομίδης, Β. Καρατζόγλου & Θ. Χατζιδάκη (2018). Χρήση και Εφαρμογές του Excel στην Οικονομία και τη Διοίκηση – καλύπτει τις εκδόσεις 2007 του Excel, τα Google Sheets και το Excel Online, εκδόσεις Κλειδάριθμος.

Useful urls:

Excel help & learning:

Excel video training:

Excel Easy:

Excel by Lifewire:

Make data-driven decisions, in Google Sheets:

Get started with Google Sheets:

Google Sheets training and help:

Author: University of Macedonia

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Possible questions for your evaluation of the TRinE Teaching Scenario
  • What feedback / reflection was provided by the teacher?
  • How is the feedback from the students?
  • Why did you decide to use TRs?
  • How did the TRs inform your lesson plan?
  • What shifts or stretches are you making regarding the TRs?

Does the use of the Telepresence robots:

  • align to learning outcomes?
  • align to assessment?
  • support your educational context?
  • differentiate for individual students?
  • enhance student thinking by addressing different levels of thinking?
  • extend learning authentically beyond the classroom?
  • increase engagement and active learning?
  • promote and support collaboration?
  • provide opportunities to construct knowledge?

Are the students participating / motivated / progressing?

1 Comment
  1. Author

    Teacher’s Reflection: Some students were hesitant and anxious in using the TR. There were issues with the Wi-Fi connections and the background noise.

    Student’s Reflection:
    “I found the whole experience very interesting”.
    “I was also afraid of not hitting the robot somewhere”.
    ” I felt like I was physically there”.
    “I found it overall to be innovative and interesting at the same time”’
    “I would recommend its use”.

    – Why did you decide to use TRs? Some students cannot attend the computer lab due to various reasons.

    – How did the TRs inform your lesson plan? Remote students could participate in the computer lab via TRs.

    – What shifts or stretches are you making regarding the TRs? Arrange the chairs and desks so that there are no obstacles while the TR moves around.

    Lesson Plan Evaluation:

    Students who cannot physically attend the computer lab can now participate and learn the educational material.

    TR gives the ability to remote students to participate in class and collaborate with their peers.


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