PowerPoint Module 1

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Subject Areas:

Presentation software

Skills:

Inserting graphics, pictures, and clip art

Using hyperlinks to sources inside and outside the presentation

Designing an effective presentations

Incorporating a nonlinear aspects into a presentation

Teaching Standards (Minnesota)

Standard 4D Enhance learning through the use of a wide variety of materials and human
and technological resources

Standard 6H Use effective communication strategies in conveying ideas and information

and in asking questions;

Standard 6K Use a variety of media communication tools, including audiovisual aids and
computers, including educational technology, to enrich learning opportunities.

Standard 7E Plan instructional programs that accommodate individual student learning

styles and performance modes

(Also addresses standards: 1A, 1B, 1E, 2E, 2G, 3I, 3K, 5A, 5O, 8I)

Presentation assignment

Over all task:

To produce a presentation for the introduction of their classroom for students and parent
on open house night and/or first week of school.
 PowerPoint Module 2
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Research Question 1:

What makes a good presentation?

Read "Powerpoint is evil.pdf" and "PowerPoint Presentations_ The Good, The Bad and
The Ugly.pdf"

In Learning Groups:

1. Using examples from your own past classes, what are some ways in which the
presentations could have been improved?
2. What are some of the positive aspects of past presentations that you remember?
3. Which matters most when using PowerPoint as a presentation tool, the raw
information or the delivery?
4. PowerPoint has been around for a number of decades, what are some other means
of presentation that are afforded us through today's technology?

Creation Break:

Using only pictures and drawings, create a four slide presentation that tells about your
weekend.

Post this in the collaboration section and allow comments.

Peer interaction:

Once the students have posted their presentations, they should view other student's four
slide presentations published to the site and comment on what they think the presentation
represents, through comments, stories, or presentation responses.

Assignment/Assessment:

In collaborative groups, students are to produce a ten slide presentation focusing on some
aspect of student life (university or k-12) using only graphics, pictures, or drawing tools.
The pictures may be found on the internet or taken around campus using digital cameras,
or scanned photos. In addition to the presentation, each group will turn in an outline
describing why they choose the graphical and pictorial representations used for each slide
of the presentation, as well as a summery of what the aspect of student like they were
trying to communicate was.

*Peer Assessment:

Each group will view at least two other group projects and determine what the aspects of
student life were portrayed. Per project viewed, the group will identify three areas the
project excelled in and three areas the project needs to be improved on.
 PowerPoint Module 3
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Research Question 2:

What is the fine line between too much information and too little information in a
presentation?

Watch the "How not to make a PowerPoint" in the tutorial section of the Logistics area.

In Learning Groups:

1. Given the graphic only stories presented, what would text have done to the
presentations?
2. What benefit does text provide to a presentation?
3. How do you determine how much information is presented with text?
4. At what point is there too much text on a single slide?

Collaborative Groups:

Examine the various products produced in class (the slides describing the weekend)

1. If text was added to a selected presentation, determine what the minimum amount
of text would be per slide and add those to the presentations.
2. After the text has been added, as a group decide if the design of the slide should
change to better fit the text in the presentation.
3. Determine if any animations or other transitions will add to the overall
understanding of the material presented.
4. Post your presentation with the new addition of words along with the original
presentation for other groups to comment on.
5. Select another group’s modified presentation and original material, retell the story
presented in the modified presentation and identify the added elements to the
presentation.
6. Read the retold story and comments and assess if the text usage was beneficial to
the presentation.

Assessment/Assignment

In collaborative groups, add to their initial graphic only presentation text that will guide
the direction of the presentation, but do not detract from the graphics / pictures. When
completed, the presentation is posted and the groups will discuss and comment on at least
two other presentations.
 PowerPoint Module 4
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Research Question 3:

What are nonlinear elements and what do they have to do with a presentation?

Read "hypertext and the changing roles of readers.pdf"

In Learning Groups:

1. What is hypertext and how have you used it prior to this discussion?
2. Is this the first time that you have thought about hypertext/hyperlinking in terms
of an educational outcome?
3. Can hypertext add to a presentation? Why or why not?
4. Where could you have used hypertext in past assignments and classes? Describe
this to your learning group.

Collaborative Groups:

Create a three item agenda for a morning meeting within a classroom using presentation
software. Each item should have a relevant hypertext / hyperlink within it. The links
should add to the item, not distract from it. The links be inside or outside the presentation
(see the PowerPoint tutorials for information on adding hyperlinks to PowerPoint as well
as adding streaming videos to a presentation within the Movie Tutorials in the Logistics
area).

Think about and post questions concerning presentation software and the pedagogical
issues in teaching and using this technology with a classroom of students.

Assignments / Assessment:

Individual students are to create a presentation with at least six slides incorporating
nonlinear aspects, relevant hyperlinks to outside sources, and using necessary graphics,
photos, or clip-art. This presentation should be framed around an open-house night for
parents and students to become familiar with the classroom and teacher.
 PowerPoint Module 5
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Rubric: Performance Assessment Rubric for PowerPoint

Criteria 27 - 30 points 21 - 26 points Less than 20 points

Product: -Successfully developed a -Developed a -Have not developed a

Features- PowerPoint presentation presentation, but it presentation or the
using a minimum of six contains less the six presentation developed
slides slides. does not show that you
-Design is attractive and -Design is not attractive have paid much attention
easily navigable and and/or difficult for a user to design or detail.
shows attention to detail. to navigate throughout. -Design is linear OR
Content- -Non-linear design, -Design is non-linear, but relationships among
buttons, text, imagery and buttons only navigational, information are not readily
appearance communicate OR text imagery does not apparent.
understanding. communicate -Did not correctly hand in
-Have correctly handed in relationships. assignment.
______/ 15 ______/ 15 the assignment to the -Did not correctly hand in
“Submission” area. assignment.
-Assignment has been
handed in on time.

Discussion: - In no more than one -Points made and -Points made and
page thoughtfully discuss: discussion are peripheral discussion are peripheral to
Format 1) how you believe you, to or unrelated to the or unrelated to the assigned
as the teacher, will use assigned topic. Or, topic. Or, addresses only
this technology in your addresses only some parts; some parts; obvious areas
Coherence classroom and why; and obvious areas omitted omitted creating a partial
2) how you believe your creating a partial product. product.
students could use the -Transitions are not -Transitions are not
technology to have present. Paragraphs are present. Paragraphs are not
meaningful learning. not cohesive units. cohesive units.
-Analysis, explanations, -Analysis, explanations,
-Paragraphs are developed elaboration, assessments elaboration, assessments
with thesis and supporting are routine, typical; not present where needed
details are connected to carefully written but few and when present are
______/ 15 ______/ 15 one another with effective unique insights and few meager, revealing
transitions. implications or superficial rather than deep
-Points made/discussion connections to personal thinking and little attention
moves beyond surface; experience. to implications or
thoughtful or reflective connection to personal
analysis/explanation/ experience.
elaboration/assessment
that reveals efforts to
reflect upon personal
experience and apply it to
new situations.