Welcome

 

6th Grade MultiMedia Teacher

Berta Cabaza Middle School

SBCISD

 

 

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Creating an Effective Presentation for Multimedia Competition

 

 

Subject Area: Technology Applications

 

 

 

Class: Multimedia

 

 

 

Grade Level:  6th

 

 

Estimated Time: 6 Weeks

 

Summary of Thought Process:

Chapter 126, TEKS for Technology Applications created a curriculum based on four strands of technology: foundations, information acquisition, work in solving problems, and communication for PK-12 to give our students and prepare them for this ever-changing world of technology. Students must have the knowledge, betTechnology oriented, use technology for real life skills, work collaborately.

Be problem solvers, Communicators and have confidence.

Today’s students are technology-savvy, at least most students are.  With technology changing everyday; students must be aware of the changes and possess the knowledge on an on-going basis to become successful.

Our goals as teachers of technology is to give our students the knowledge and skills to use technology and its software for real life situations both in school and beyond to help them be successful.  For students to collaborate, problem solve, communicate and have the confidence to succeed.

 

 

 

FOUNDATIONS:

Literacy:

Symbols: Audio, Video, Text, Animation, Graphics, Drawing.

Discourse: Encoding and decoding of information from internet, to create an effective presentation.

 

Cognitive Processes: analyze, classify, describe, discuss, explain, compare and contrast, illustrate, design, compose, organize, evaluate

 

Problem Solving:   

6th graders will be introduced to the presentation software by using hands-on skills to create effective presentations while integrating a variety of subject areas.

Students will gather information about their topic in a journal to sort and judge information for its reliability, validity and relevance.

Bookmark websites of interest.  Select layouts for presentation

 

Authentic Problem:

Students will create a presentation using Multimedia tools from a list of approved SBCISD topics.

 Emphasis will be on content and layout.

 Can be individual or up to 3 team members.

 Must be completed within current school year.

 Will use Power Point, Appleworks software

 Will create 13-15 Slides minimum.

 Must give credits and all work must be cited.

 

After completing this lesson segment, students will become more knowledgeable and confident to use presentation software for assignments through high school, college and beyond.

 

Strategies:  Students will research, analyze, design, collaborate, create, present and communicate.

 

Knowledge:

Discliplinary Structures: 

Topics range from Social Studies, Science, Math, Music; Language Arts: audience, purpose, grammar, spelling, editing. 

 

Students will begin work on individual projects on a variety of assignments as well as work together on a group project to make decisions, research, analyze data, evaluate explore, create, clarify and reflect on the information found for their presentation project.

 

Discourses:

Narrative - Review different websites for research information on topic chosen and make decisions individually and as a team to decide the format, order, and information validity that will be used for a 15 slide presentation.

 

Information:

Students will use the www to explore, search, organize, develop, create and present findings. 

Students will need to analyze the information found and verify it's reliability as well as keep record of URL to be cited at the end of the presentation.

Students will have opportunities to plan, design, construct, review, revise and evaluate their presentation.

 

Presentation will be evaluated acccording to the following:

     32% Content

    14% Creativity

     25% Design/Layout

     15% Originality

     14% Credits/Work Cited

 

Community:

Students become responsible as they work individually or in groups of two or three.  Working collaboratively in a group to research, ask questions, and discuss findings as well as begin to create an effective presentation using each others knowledge to motivate and teach each other to meet their goals. Each group will decide on tasks needed to be completed to research and plan their project. Students will summarize information found and work together to set up slide layouts and information found. Student will be evaluated by their peers as they present for the class using a teacher-created rubrics.  Students will participate in class discussion to create a supportive environment.

 

 

ACTIVITIES:

Authentic Activities:   

 

Research - Information - Sorting - Judging/Analyzing - Collaboration

 

A1 Students will create an effective Power Point presentation to be used for a   

     district-wide competition.

A2 To be shared publicly through Moodle as well as presented in the classroom to

     their peers.

A3 Students will use research and skills building activities to prepare and lead up to

     creating this presentation.

 

Students will:

Research information, sort, judge and analyze as they work individually and/or collaborately as they create a minimum of fifteen slides.  Topics can be chosen by an approved list from the School district to be presented to their peers, parents, school district competition judges and upload to Moodle for public access.

 

Background Building Activities

B1   Learn terminology on presentations basics.

B2   Open presentation software and identify each term.

B3   Students will become familiar with the steps in creating a presentation.

B4   Students will learn seven important tips to creating an effective presentation.

B5   Work individually with a Talent Show presentation. (Applying text layouts,

       adding text, inserting line breaks and bullet items, slide designs and color

       schemes)

B6   Work individually with a Math presentation, (Continuing with applying slide

       design and layouts, changing text) changing fractions to percentages.

B7   Work individually with Thomas Jefferson presentation (Changing layout formats,

       expanding on topic with the help of the internet to be used with assignment,

       applying design template, color scheme, bullets, etc)

B8    Students will create a five slide presentation to be used as an introduction of

       themselves using steps and tips for creating an effective presentation to be

       presented to their peers.

B9   Create a 6 slide presentation using 6th Grade Math Chart and using the internet

       for images pertaining to each title. (Volume, Length, etc)

B10  Work in groups of 2 or 3 to complete a presentation on planets using data

        sheet to collect facts to be used to create a 15 Slide presentation.

B11  Search for images and information, making sure all is cited and link within the

       slideshow for verification.

B11  Review previous competition presentations and discuss and analyze effective

        presentations

B12  Review Competition Guidelines/Requirements

 

Constructing Activities

C1  Students will research a district approved topic.

C2  Students will create a multimedia presentation with minimum of 15 slides.

C3  Research will be found and documented on topic chosen.

C3  Students will work collaboratively to make decisions on layouts, information,

      images and format to be used for their presentation.

C4  Students will useGarageband to create music for their presentation.

C5  Students will use a Appleworks Paint/Draw programs to manipulate

      images/pictures or drawings for use in powerpoint.

C5  Students will research United Streaming for a video to be added pertaining to

      their topic.

C6   Students will cite the information and images correctly to be verified by teacher.

 

Sharing Activities

S1 Students will present their research topic and be evaluated by their peers.

S2 Students will upload their presentations to Moodle where students can share with

     their parents and the public.

S3 Students projects will compete to participate in the district Multimedia

     competition.

S4 Projects will be made available during Open House as a "Multimedia Showcase"

     of all projects for students to share.

 

CONTENT

§126.12 Technology Applications (Computer Literacy), Grades 6-8

 

(1)  Foundations. The student demonstrates knowledge and appropriate use of hardware   

      components, software programs, and their connections. The student is expected to:

     (A)  demonstrate knowledge and appropriate use of operating systems, software applications,             and communication and networking components;

     (C)  demonstrate the ability to select and use software for a defined task according to quality,             appropriateness, effectiveness, and efficiency;

     (E)  use technology terminology appropriate to the task;

     (F)  perform basic software application functions including, but not limited to, opening an

           application program and creating, modifying, printing, and saving documents;

(2)  Foundations. The student uses data input skills appropriate to the task. The student is expected

      to:

     (A)  demonstrate proficiency in the use of a variety of input devices such as mouse/track pad,

           keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or            joystick;

     (B)   demonstrate keyboarding proficiency in technique and posture while building speed;

 

(3)  Foundations. The student complies with the laws and examines the issues regarding the use

      of technology in society. The student is expected to:

     (B)  demonstrate proper etiquette and knowledge of acceptable use while in an individual             classroom, lab, or on the Internet and intranet;

 

(4)  Information acquisition. The student uses a variety of strategies to acquire information from

      electronic resources, with appropriate supervision. The student is expected to:

     (B)  apply appropriate electronic search strategies in the acquisition of information including

           keyword and Boolean search strategies.

 

(5)  Information acquisition. The student acquires electronic information in a variety of formats, with

      appropriate supervision. The student is expected to:

     (A)  identify, create, and use files in various formats such as text, bitmapped/vector graphics,             image, video, and audio files;

     (C)  use on-line help and other documentation.

 

(6)  Information acquisition. The student evaluates the acquired electronic information. The student

      is expected to:

     (A)  determine and employ methods to evaluate the electronic information for accuracy and             validity;

     (B)  resolve information conflicts and validate information through accessing, researching,            

           and comparing data; and

     (C)  demonstrate the ability to identify the source, location, media type, relevancy, and           

           content validity of available information.

 

(7)  Solving problems. The student uses appropriate computer-based productivity tools to create and

      modify solutions to problems. The student is expected to:

     (C)  plan, create, and edit databases by defining fields, entering data, and designing layouts             appropriate for reporting;

 

(10)  Communication. The student formats digital information for appropriate and effective

        communication. The student is expected to:

     (A)  use productivity tools to create effective document files for defined audiences such as           

           slide shows, posters, multimedia presentations, newsletters, brochures, or reports;

     (B)  demonstrate the use of a variety of layouts in a database to communicate information          

           appropriately including horizontal and vertical layouts;

     (D)  demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of            

           graphics and page design to effectively communicate;

 

(11)  Communication. The student delivers the product electronically in a variety of media, with

        appropriate supervision.

         (B)  design and create interdisciplinary multimedia presentations for defined audiences                including audio, video, text, and graphics

 

(12)  Communication. The student uses technology applications to facilitate evaluation of

        communication, both process and product.

          (B)  determine and employ technology specifications to evaluate projects for design,                  content delivery, purpose, and audience, demonstrating that process and product can                  be evaluated using established criteria or rubrics.

 

TOOLS

T1  Emac computers for research and use of a variety of software programs such as

      Microsoft Powerpoint and Appleworks Draw, Garage Band

T2  WWW access at each computer for individual and group research

T3  Data research booklet for documention and note taking

T4  United Streaming website for videos

 

SYSTEM OF ASSESSMENT

SA1 Teacher created Rubrics for student use

SA2  Peer Review -Students will be evaluated by their peers on content, knowledge and

        use of elements. 

SA3 District created Rubric for overall presentation will be assessed when project goes

       to competition.

SA4 Students can share their project by logging in from any computer to share their

       project with family and friends.

 

LEARNING ENVIRONMENT

Students learning environment consists of:

 

Classroom: Tables are arranged in groups of four on each side of the room, face front.

Hardware: There are 24 computers.

Software: Microsoft, Appleworks and Garage Band are available on each computer.

Internet: Have access on each computer for individual and group work and research.

Values: Students are given roles of team leader, researcher, analyst. They are encouraged to share ideas, participate and encourage each other throughout the project.

Collaboration: Working individually (peer assistance) or groups of two/three. Emphasis on process, creativity, collaboration and group roles.

 

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The Efficiency Model

 

A Learning Design

 

Top 10 Principles of the Efficiency Model 

 

1. Cultural context for social learning 2. Defining technology innovation 3. Constructivism as theories of learning 4.Technology supports emerging learners 5. All intelligences used for learning 6. Programmed instruction 7. Learning for mastery, problem solving 8. Individual learning 9. Producing information and technological learners. 10. Understanding learners’ cognitive developmental abilities.

 

Top 10 Challenges to the Efficiency Model  

 

1. Physical learning environment in classroom 2. Use of technology as part of learning environment 3. Defining level of technology use 4. Meeting demands of daily instruction 5. One size fits all learning mentality 6. Teachers skills, tools upgraded 7. Intelligence competency 8. Designing learning with technology 9. Implementation behavioral objectives 10. Multiple intelligences are non-existent in isolation

 

Step One: Define a Learn Goal  

 

With a personal Emac and a handout copy of a computer, the student will be able to learn new and proper technology terminology and identify each part of a computer and its uses.

 

 

 

Step Two: State Objectives

 

Given the proper terminology and location of each part of a computer, students will be able to have a better understanding of the computer hardware to be used daily in the classroom.

 

 

 

Step Three: Sequence Instruction

 

Introduce student to the Emac computer in front of them. Provide an opportunity for students to identify the parts of the computer they are familiar with. Explain the importance of knowing the proper terminology in the classroom. Give students a copy of the “computer and its uses” handout. Have students identify each part of the computer from the handout and locate it on the Emac. Have open discussion as to what the use of each one might be, followed by a full explanation of its uses.

 

 

 

Step Four: Determine Learning Success

 

Students will have an opportunity to explore what they already know, what they have learned and what they need to learn. This will also help the teacher to determine learning success. Students will participate in naming the parts of the computer from an E-mac on the overhead. Each student will identify as many parts of the computer that they know within a limited time of 15 minutes. They are to leave what they do not know blank. Computer parts will be reviewed as a class to determine strengths and weaknesses of knowledge. If further review is needed, an introduction of peripherals will be introduced to help explain and show the uses of the ports. Student will have an opportunity to connect each one to help with the learning process An objective evaluation will be given at the end of the lesson. This objective evaluation will help in developing computer terminology and uses knowledge skills. Visual demonstration, hands-on learning, teacher assistance and peer learning are reinforcements for learning success.

 

 

 

A Reflection and Critique of the Design

 

With a personal Emac and a handout copy of a computer, the student will be able to learn new and proper technology terminology and identify each part of a computer and its uses. Given the proper terminology and location of each part of a computer, students will be able to have a better understanding of the computer hardware to be used daily in the classroom. Making available a personal Emac defines technology innovation (#2) using creativity in introducing a personal computer parts and their uses. A technology class supports emerging learners (#4) as well as skilled learners. The lesson also allows for individual learning (#8) as well as group learning, this allows us to produce informational and technological learners (#9). By offering several ways of learning, the teacher has an understanding of the cognitive developmental abilities as well as intelligence competency that will cover all multiple intelligences (10). As the years have gone by, I have found new ways to introduce and teach the parts of the computer and their uses. The students are not allowed to use a computer until they pass the computer parts, history and care of the computers.

 

 

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The FACTS Model of Design

 

 

Teachers as Designers: A Cinquain Poem

 

 

Designer

 

Creative, Professional

 

Motivates, Plans, Teaches

 

Satisfied, Humble, Excited

 

Learner

 

 

Teachers as Designers: A Diamente Poem

 

 

Educator

Patient, Kind

Sharing, Learning, Caring

Instructor, Expert, Learner, Novice

Teaching, Educating, Learning, Studying

Young, Smart

Pupil

 

The FACTS Model: A Summary

 

 

FACTS process helps guide students to be better problem-solvers using their knowledge and skills with the materials, technology and curriculum made available by its designer.

 

 

It's The "FACTS" Rap!

 

 

The F is for Foundations

 

F is for the FOUNDATION every student should have

to learn 1 + 1 and everything after that they can grab.

 

 

The A is for Activity

 

A is for the ACTIVITIES that every student can do

it includes all the knowledge, skills and choices too.

 

The C is for Content

 

C is for the CONTENT, the ideas, the "something" you know -

to get the student going, let them run the show.

 

 

The T is for Tools

 

T is for the TOOLS, that matter the most,

the information they use calls for a boast.

 

 

The S is for Systems of Assessment

 

S is for the SYSTEM that every teacher does,

to check the students knowledge, it's all the buzz!

 

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Knowledge Captured as Burma-Shave-Like Jingles

 

 

Content and the Disciplines - The Concept

 

Reading, Writing, Arithmetic

 

Tools of the Trade that master a habit.

 

Knowledge than can never fade.

 

EDUCATION

 

 

Content and the Disciplines - Importance

 

To give shape to experience

 

understanding is a must.

 

With structure and process

 

for interpretation and grasp

 

in order to influence the world or bust.

 

CONTENT

 

 

Disciplinary Structures - The Concept

 

Understanding for meaning

 

engagement is the key

 

Relating a topic is to organize a memory

 

all for the learning - you will see.

 

STRUCTURE

 

 

Disciplinary Structures - Importance

 

For students to learn experience of life

 

is the greatest tool a teacher can strive

 

for use of experiences goes a long way

 

STRUCTURE

 

 

Disciplinary Processes - The Concept

 

A habit of thought

 

creates a sense of experience

 

for a student to change their "way to think"

 

can give a student a lasting knowledge

 

than just the "hands-on" learning.

 

PROCESSES

 

 

Disciplinary Processes - Importance

 

To only teach a discipline is a crime

 

Teachers must change to "do" the discipline

 

to change the time for new ways of thinking,

 

students can use the minds-on way to learn.

 

PROCESSES

 

 

Discourse and the Disciplines - The Concept

 

A Mode of thought can change a direction

 

To find a truth or proof

 

or to convince ourselves

 

of life experience and it's meaning.

 

DISCOURSE