Student Presentations in Microsoft Power Point

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Student Presentations in Microsoft Power Point

• Danelle Brostrom
• CEP 810

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The problem

• In a typical classroom of 30 students you find
  quite the spectrum of learners--your special
  needs students will be sitting alongside their
  gifted peers, learning and experiencing together.
  It is a difficult job for teachers to find
  something to reach all the learners, despite
  their ability level. It is also difficult to
  find something that can challenge everyone, yet
  where each student can feel some success.

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• Using Microsoft Power Point has been very
  beneficial for my students. After theyve
  enriched their classroom curriculum through
  research (using a computer, a book, and/or
  hands-on experiences)

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• they can synthesize what they have learned and
  work together to develop a plan of attack. They
  have learned to ask themselves, What is the most
  important information? Are there any new and
  exciting facts to share? And what is going to be
  the most logical way to organize and present all
  of this?

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• They plan out and execute their Power Point
  presentation, and then they share their knowledge
  with others in the class (and even other
  teachers).

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• The best part about Power Point
• (when compared to a written paper),
• is that the students can not only add text, but
  also art, animation, audio, and video!

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• Power Point is easy enough for my special needs
  students, but is also layered and sophisticated
  enough that more advanced students can always
  find something new to learn and explore.

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• Power Point has been great for student confidence
  because they can work cooperatively to answer
  each others questions, or they can use an online
  tutorial such as http//www.actden.com/pp/index.ht
  m
• They love sharing the knowledge they
• learn with others in the school! Its catching
  on like wildfire!

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But does it make a difference?
What Ive noticed through this enrichment is that
the students who shine are not your normal
achievers. I have seen kids, who dont feel a
lot of success in school, really stand out on
projects like these. I had an LD student spend
his recess one week teaching another teacher how
to use Power Point. I had an autistic child (who
routinely refused to work with others) spend
three class sessions tutoring a third grade
student (who was also autistic) in technology. I
had a very high student with behavior problems
calm down and really grow in social skills
through helping a group of his peers, and then a
group of first graders, who were struggling.
Ive had students with handwriting problems
produce amazing presentations and childrens
books, rich with detail and voice. So, does
this initiative make a difference to ALL of my
students? I say, YES!
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Benefits of Using Power Point

• Increased collaboration
• Raised confidence
• The chance to excel in something new
• Deeper understanding of content
• Public speaking and presentation skills
• Excitement and passion for learning
• Foster students creativity
• New opportunities for students with disabilities
• Critical thinking and organizational skills
• Presentation will act as a Crutch for them when
  theyre speaking in front of the class
• Presentation looks professional and advanced

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• Since Ive begun using Power Point in my
  classroom for presentations, Ive seen way less
  of this.

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• And way more of this!

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GLCEs met through this project
R.WS.06.01 explain and use word structure,
sentence structure, and prediction to aid in
decoding and understanding the meanings of words
encountered in context. R.WS.06.02 use
structural, syntactic, and semantic analysis to
recognize unfamiliar words in context including
origins and meanings of foreign words, words with
multiple meanings, and knowledge of major word
chunks/rimes, and syllabication. R.WS.06.04 know
the meanings of words encountered frequently in
grade-level reading and oral language
contexts. R.WS.06.05 acquire and apply strategies
to identify unknown words and construct meaning.
R.WS.06.07 in context, determine the meaning of
words and phrases including regional idioms,
literary and technical terms, and content
vocabulary using strategies including
connotation, denotation, and authentic
content-related resources. R.CM.06.02 retell
through concise summarization grade-level
narrative and informational text. W.GN.06.03
formulate research questions using multiple
resources and perspectives that allow them to
organize, analyze, and explore problems and pose
solutions that culminate in a final presented
project using the writing process. W.PR.06.01 set
a purpose, consider audience, and replicate
authors styles and patterns when writing a
narrative or informational piece.
W.PR.06.05/T.BO.06.13 proofread and edit writing
using grade-level checklists and other
appropriate resources both individually and in
groups. W.PS.06.01 exhibit personal style and
voice to enhance the written message in both
narrative (e.g., personification, humor, element
of surprise) and informational writing (e.g.,
emotional appeal, strong opinion, credible
support). W.AT.06.01 be enthusiastic about
writing and learning to write. T.BO.06.03use a
variety of technology tools (e.g., dictionary,
thesaurus, grammar-checker, calculator) to
maximize the accuracy of technology-produced
products T.CT.06.02create a project (e.g.,
presentation, web page, newsletter, information
brochure) using a variety of media and formats
(e.g., graphs, charts, audio, graphics, video) to
present content information to an
audience T.PT.06.01apply common software features
(e.g., thesaurus, formulas, charts, graphics,
sounds) to enhance communication and to support
creativity T.PT.06.02use a variety of technology
resources, including the internet, to increase
learning and productivity T.PT.06.03explore basic
applications that promote creativity (e.g.,
graphics, presentation, photo-editing,
programming, video-editing) T.PT.06.04use
available utilities for editing pictures, images,
or charts T.PT.06.05use collaborative tools to
design, develop, and enhance materials,
publications, or presentations T.RT.06.01use a
variety of Web search engines to locate
information T.RT.06.02 evaluate information from
various online resources for accuracy, bias,
appropriateness, and comprehensiveness T.SE.06.06p
rovide accurate citations when referencing
information from outside sources in electronic
reports In addition, Science and Social
Studies Standards and Benchmarks will be met
through this project, depending on topic
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• Thanks to the star sixth graders from Blair
  Elementary 2005-2006 whose photos were embedded
  into this presentation.
• Their enthusiasm and progress in technology
  excited and impressed me every day.