Magbigay ng mga estratehiya sa pagtuturo ng panitikan

Magbigay ng mga estratehiya sa pagtuturo ng panitikan

10 TIPS IN PREPARING PROFESSIONAL POWERPOINT PRESENTATION

Presentations – whether they are made with Powerpoint or other applications, are a great way to support a speech, visualize complicated concepts or focus attention on a subject.
However, a bad presentation can achieve the opposite. Badly designed slides with too much text or bad graphics can distract or worse, irritate the audience.
Here’s is a short guide that will help you create presentations with a professional look and concise content, avoiding the most common mistakes.

Design
The first thing that gives a professional touch to any presentation is the design.
Presentation Helper has a large selection of free Powerpoint templates for a variety of topics. However, whether you download a free template or create your own, keep the following in mind:

1. Compose Slides

• Don’t copy & paste slides from different sources.
• Keep the design very basic and simple. It shall not distract.
• Pick an easy to read font face.
• Carefully select font sizes for headers and text.
• Leave room for highlights, such as images or take home messages.
• Decorate scarcely but well.
• Restrict the room your design takes up and don’t ever let the design restrict your message.

2. Use Consistency

• Consistently use the same font face and sizes on all slides.
• Match colors.

You may use your company logo, highlight headers, create a special frame for figures/images or the whole slide but don’t overload your slides with these elements.
Colors
A poor choice of colors can shatter a presentation.

If you’re unsure which colors match best, use ColorBlender to get a set of up to six matching colors, simply by moving a set of RGB sliders back and forth.

3. Use Contrast

• Black text on a white background will always be the best but also the most boring choice.
• If you want to play with colors, keep it easy on the eyes and always keep good contrast in mind so that your readers do not have to strain to guess what you’ve typed on your slide.

4. Apply Brilliance

• Carefully use color to highlight your message!
• Don’t weaken the color effect by using too many colors at an instance.
• Make a brilliant choice: match colors for design and good contrast to highlight your message.

Text

5. KISS

• Keep It Straight and Simple.
• Keywords only.
• No sentences!
• Never read your slides, talk freely.

Remember that your slides are only there to support, not to replace your talk! You’ll want to tell a story, describe your data or explain circumstances, and only provide keywords through your slides. If you read your slides and if you do it slow and badly, the audience will get bored and stop listening.

6. Take Home Message

• Always express a Take Home Message.
• It’s your message, a summary of your data or story.
• Make it a highlight that stands out.

Images
Images are key elements of every presentation. Your audience has ears and eyes – they’ll want to see what you’re talking about, and a good visual cue will help them to understand your message much better.

7. Add Images

• Have more images in your slides than text.
• But do not use images to decorate!
• Images can reinforce or complement your message.
• Use images to visualize and explain.
• A picture can say more than a thousand words.

If you don’t have your own images, you can browse Flickr or Google’s image search for material. If this is a very public and official presentation however, you need to keep copyrights in mind.
Animations & Media
In animations, there is a fine line between a comic or professional impression. However, animations can be rather powerful tools to visualize and explain complicated matters. A good animation can not only improve understanding, but can also make the message stick with your audience.

8. Don’t Be Silly

• Use animations and media sparingly.
• Use animations to draw attention, for example to your Take Home Message.
• Use animations to clarify a model or emphasize an effect.

Target & Content
Your target i.e. your audience, defines the content of your presentation. For example, you won’t be able to teach school kids about the complicated matters of economy. However, you may be able to explain what economy is in the first place and why it is important.

9. Keep Your Audience In Mind

• What do they know?
• What do you need to tell them?
• What do they expect?
• What will be interesting to them?
• What can you teach them?
• What will keep them focused?
• Answer these questions and boil your slides down to the very essentials.
• In your talk, describe the essentials colorfully and choose your weapons i.e. text, images and animations wisely (see above).

If you lose the attention of your audience, everything will be lost — it won’t matter how ingenious your design шас or how brilliantly you picked colors and keywords.

10. Practice

A well-prepared and enthusiastic talk will help you convince your audience and maintain their attention. There are some key points that define a good talk.

• Know your slides inside out.
• Speak freely.
• Speak with confidence – loud and clear.
• Don’t speak too fast.
• Maintain eye contact with the audience. 

Multimedia

 RESOURCE-BASED PROJECTS

The teacher steps out of the traditional role of being an context expert and information provider, and instead lets the students find their own facts and information.

The general flows of events in resource-based projects are:

- The teacher determines the topic for the examination of class.

- The teacher presents the problem to the class.

- The students find information on the problem/questions.

Students organize their information in response to the problem/questions.

TRADITIONAL AND RESOURCE-BASED LEARNING

Traditional learning model

Resource-based learning model

Teacher is expert and information provides

Teacher is a guide and facilitator

Textbook is key source of information

Sources are varied(print, video. Internet, etc.)

Focus on facts

Information is packaged

In neat parcels

Focus on learning inquiry, quest, or discovery

The product is the be-all and end-all of learning

Emphasis on process

Assessment is quantitative

Assessment is quantitative and qualitative.

How Can Hypermedia Be Used in School

Hypermedia can be defined as a non-sequential format that uses hypertext and multimedia elements to present information to users. There are many potential and realized advantages to using hypermedia in educational settings.
 The advantages of hypermedia depend on the mode of use. Allowing students to author their own hypermedia results in a different set of advantages than simply allowing students to be the audience of hypermedia presentations
 -  must be carefully guided by teachers and other educational professionals to ensure that students are learning and focusing on valuable curricular concepts
-  can be a great tool to help facilitate differentiation of instruction in the classroom, but there are some pitfalls as well.

What is Hypermedia?

Hypermedia combines the concepts of hypertext and multimedia to allow rich interaction between the user and the material. Hypertext itself is basically the same as regular text except that it contains connections within the text to other documents (Hughes, 1994). The term multimedia has been around for a long time, long before the advent of personal computers. Today it is usually used to describe the integration of text, graphics, animation, sound, video and music in an interactive software environment (Turner and Handler, 1997

SIMPLE CREATIONS

In developing software, creativity as an outcome should not be equated with ingenuity or high intelligence. Creating is more consonant with planning, making, assembling, designing or building.

Three kinds of skills/abilities:

·        Analyzing- distinguishing similarities and differences/ seeing the project as a problem to be solved.

·        Synthesizing- making spontaneous connections among ideas, does generating interesting or new ideas.

·        Promoting- selling of a new ideas to allow the public to test the ideas themselves

Research based learning

Implementing Resource-Based Learning

Constructionism, Learning by Design, and Project Based Learning 
-can easily be used as models for implementing resource-based learning in the classroom.
 Resource-based learning begins with clearly identified instructional goals. 
The teacher and media specialist decide on acceptable student-generated products. 
They divide the teaching responsibilities and gather varied resources.
 A time line is created and the media center, computer lab, guest speakers and other resources are booked. 


Rubrics are designed and the students begin their quests. The teacher, often with input from the media specialist, evaluates the student produced artifacts.




These are the steps in implementing a resource-based learning unit:

• Identify the goal or goals.
• Determine acceptable student produced artifacts including, but not limited to time lines, electronic slides hows, dramatic readings, videos, debates, postcards, reports, diaries, hierarchical web-based documents, or poster-board presentations.
• Collaborate with the media specialist to plan the unit. Divide the responsibilities.
• Select resources in a variety of formats which can include diaries
• Web Quests, original documents, newspaper articles, magazine articles, games, poems, reference books, nonfiction books, experts, videos, museums, maps, charts, the Internet, works of art, plays, CD-ROMs, musical compositions, costumes, exhibits, PowerPoint presentations and field trips. 
• This list is neither exhaustive nor static. But, rather, it is a dynamic list that will grow and change as new technologies emerge. The idea is to enlist a multitude of quality resources that will help students gather information, create knowledge and increase understanding and skill
• • Create a time line for implementation of the unit.
  • Schedule the media center, computer lab, guest speakers and field trips, if applicable.
  • Create rubrics used to evaluate student artifacts.
  • Evaluate student products using rubrics.
  • Collaboratively evaluate the effectiveness of the unit and revise appropriately.

  Determine unit goals.
  Because resource-based learning takes a great deal of time, teachers and media specialists must be sure the goal reflects higher order thinking skills and problem solving abilities. In the scenario, Mr. Hartman and Ms. Russell met in the media center to clarify the learning goals and objectives for the Civil War resource-based learning unit. The goal, a deeper understanding of an aspect of the Civil War, was reflected in student produced PowerPoint presentations.
  Determine acceptable student artifacts.
  
  
  The teacher should require a product that is challenging but realistic for the student.
  
  Thoroughly plan the unit.
  The teacher and media specialist outline the unit. To ensure complete planning, responsibilities and tasks for the teacher and media specialist should be determined. Generally, the media specialist is responsible for locating appropriate resources; the teacher provides guidance and feedback to students during the research process and is involved in student assessment. 
  
  
  Gather resources in a variety of formats.
  
  
  Mr. Hartman was familiar with the many resources available in the media center. He gathered biographies of famous people of the Civil War. These biographies ranged from low to high reading levels. He included books containing primary documents and books about Civil War issues. He found Internet sites and produced his own Web Quest on the causes of the war. He reserved videos from the county instructional resource department and contacted the librarian at the public library for additional resources.
  Generate a time line for the unit.
  Mr. Hartman and Ms. Russell mapped out the time line for the four-week unit. They set realistic dates, making allowances for technical difficulties.
  Schedule research time.
  The unit designers must be sure the media center, computer lab and other resource sites are available. Guest speakers, field trips and other events must be arranged. A calendar noting each lesson within the unit is prepared.
  Develop a rubric assess student artifacts.
  The teacher designs a rubric that clearly states the requirements for the end product. In the Civil War scenario, Ms. Russell determined that a rubric would be the best way to evaluate student performance. She designed it during the planning phase of the unit and distributed it on the first day. Students began their work knowing what was expected. With the rubric to guide them, they were able to choose a topic, research it, and finally create their products.
  Evaluate student performance.
  Using the rubric, the teacher judges the student- generated product. In the Civil War scenario, Ms. Russell observed the PowerPoint presentations. In evaluating them, she used the rubric to ensure that the presentations had all the required elements.
  Evaluate the unit.
  At the completion of the unit, the teacher and media specialist meet to assess the success of the unit. They make recommendations and changes for future use. Mr. Hartman and Ms. Russell listed the strengths and weaknesses of the unit and reflected upon how they could modify and enhance the unit for future implementations.
  Developing a resource-based learning unit requires close cooperation between designers in all phases of design. This collaboration eliminates duplication of effort and ensures that the unit is complete.
  

  Role of the Media Specialist in Resource-Based Learning

  The media specialists play a crucial role in resource-based learning, beginning with the selection and acquisition of curriculum-supported materials. Aside from building the foundation of instructional materials, they must find the most appropriate information, map, music, or video from the plethora of resources that are available. Media specialists must teach students how to navigate websites. The History Resource Center, for example, an enormous and comprehensive database, can be used to research the Civil War. It contains periodicals, reference materials, primary sources, maps and images. However, Mr. Hartman must teach students how to efficiently use the various components of the site in order to maximize its potential.
  Media specialists must be technologically up-to-date in order to offer the latest resources to staff and students. For example, it might be useful to add free e-books to the library home page and then teach the students how to download them from home. The scope of information literacy changes rapidly and the media specialist is instrumental in keeping the students and staff current on rapid changes in technology.