Multimedia Presentations: The Good, Bad and Ugly

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  • Lesson Identification and TEKS Addressed

    Cluster : Education and Training

    Course : Instructional Practices in Education and Training

  • TEKS Student Expectations

    • (3) The student communicates effectively. The student is expected to:
      • (A) demonstrate effective verbal, non-verbal, written and electronic communication skills
      • (C) evaluate the role of classroom communications in promoting student literacy and learning
      • (D) demonstrate effective communication skills in teaching and training
    • (4) The student plans and develops effective instruction. The student is expected
      to:
      • (F) demonstrate teacher planning to meet instructional goals
    • (8) The student develops technology skills. The student is expected to:
      • (A) describe the role of technology in the instructional process
    • (10) The student participates in field-based experiences in education and training. The student is expected to:
      • (A) apply instructional strategies and concepts within a local educational or training facility
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • identify effective multimedia presentation skills and techniques
    • incorporate technology, instructional strategies and concepts to a multimedia presentation
    • recognize criteria for an effective multimedia presentation
    • demonstrate effective verbal, nonverbal, written and electronic communication skills
    • have an opportunity to hold/participate in a local instructional multimedia competition
  • Rationale

    Script:

    Successful teachers develop, plan and alter classroom settings to keep the students’ focus and make effective use of time. Teaching methods and strategies are constantly changing. In the area of technology alone, teaching methods and the wealth of information that is available change almost every month. Teachers must continue to be learners to be most effective. An effective teacher will use diversity in his or her classroom by using a variety of methods to help students learn, such as active learning, art, poetry, technology, videos and other media. Multimedia presentations are a good teaching tool to share a wealth of information. As an educator, you will have many opportunities to develop, create and implement multimedia presentations.

  • Duration of Lesson

    Four 45 minute class periods

  • Word Wall

    Bloom’s Taxonomy: A method created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom which promotes higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts

    Convention: A custom or a way of acting or doing things that is widely accepted and followed

    Criteria: Something that is used as a reason for making a judgment or decision

    Multimedia: Using, involving or encompassing several media for communication or expression

    Presentation: An activity in which someone shows, describes or explains something to a group of people

    Technology: The making, modification, usage and knowledge of tools, machines, techniques, crafts, systems and methods of organization, in order to solve a problem, achieve a goal or perform a specific function

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for PowerPoint™ presentation
    • computers with Internet access (be sure to follow district guidelines)

    Materials:

    • laptop
    • microphone
    • presenter/pointer
    • projector
    • speakers

    Supplies:

    • notebook paper

    • copies of handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Prior to class:

    Teacher note: Become familiar with Wordle. A tool for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear frequently in the source text. You can tweak your clouds with different fonts, layouts and color schemes.
    http://www.wordle.net/

    Become familiar with PowerPoints™, handouts and activities.

    Before class begins:

    Display as many of the lesson-related supplies (see Materials or Specialized Equipment Needed) as you have available on a table in front of the room.

    What words come to mind when you think of multimedia presentations? Assign a scribe to write the words on the board. Using Wordle, create a word cloud with the words provided by the students. You may opt to print the final Wordle and display it in the classroom for the duration of the lesson.

    Begin the discussion with the following questions and have students share their responses:

    • What factors contribute to an effective multimedia presentation?
    • What factors contribute to an ineffective multimedia presentation?
    • What kind of multimedia presentations have you created?
    • As an educator, how can you use a multimedia presentation?
    • How can multimedia presentations provide opportunities for authentic assessment?
    • How can multimedia presentations help generate ideas, resources and topic information?

    Lead students to share and discuss their responses.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson, objectives, terms and definitions.

    Distribute graphic organizer Slide Presentation Notes (see All Lesson Attachments tab) so that students may take notes during the slide presentation.

    Introduce PowerPoint™ Developing Effective Instructional Multimedia Presentations: The Good, Bad and Ugly (see All Lesson Attachment tab). Allow time for questions and class discussion.

    Using the Slide Presentation Notes (see All Lesson Attachments tab), students will have an opportunity to reflect, review and respond to the information pertaining to the PowerPoint™. They will write a summary of questions, topics or statements which reflect the information from the lesson:

    • Discuss the topic
    • Write down your thoughts
    • Make a real-world connection to the lesson
    • How is this going to help you in the future?

    Allow for questions and answers to check for understanding.

    Videos included in the PowerPoint™ presentation:

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • providing students with a copy of the notes or a fill-in-the-blank note sheet to follow along with instruction
    • pairing up students with elbow partners who can assist them with verbal and written responses to the lesson

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute Compare and Contrast Multimedia Presentation Tools (see All Lesson Attachments tab) handout. Individually, students will research five multimedia presentation tools. They will compare and contrast the features, functionality and limitations, as well as how to share each presentation tool. Have students select one of the multimedia presentation tools he or she researched and describe how he or she, as an educator, would implement.

    Allow for questions and discussion.

    Teacher note: You have the option of assigning this as an assessment grade and/or entering it in the TAFE Instructional Multimedia Competition. See Enrichment Activity.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • working with a peer tutor
    • participating in a small group/classroom

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    The students may work individually or collaboratively in teams of two to create a multimedia presentation. For this project, instruct the students that you will be excluding PowerPoint™ presentations. You want the students to explore and use alternate media presentation tools. Students will present their projects to a class at an observation site or a class at the high school (prearranged). Distribute Multimedia Presentation Project (see All Lesson Attachments tab).

    The multimedia presentation should include:

    • designing and delivering a 15-minute lesson using multimedia tools
    • teaching a skill or knowledge represented in the TEKS for a specific subject or grade level and objective and using Bloom’s Taxonomy levels
    • creative medium with a logical sequence
    • real-world relevance
    • innovative use of technology

    Distribute Rubric for Multimedia Presentation (see All Lesson Attachments tab) so that students may understand what is expected.

    Check presentations for correct spelling, grammar and punctuation.

    Students will be provided with time to complete their projects. Provide guidance as needed. Allow students to proofread and edit each other’s work and practice the oral component of their projects before class presentations. Projects will be shared during Lesson Closure.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • providing specific websites or articles from which students can obtain their research information
    • providing students with a checklist or rubric to help them organize and complete all steps of the process

  • Lesson Closure

    Review lesson plan objectives, terms and definitions.

    Students will present the multimedia presentations they created during Independent Practice.

    Eight Square Activity
    This is a group activity to gather information on multimedia presentations. Students fold a piece of notebook paper into eight squares. Each student will then search around the room to find eight people who can give eight different pieces of information on multimedia presentations. The student who has added the information is to sign the section they have added the information to. Debrief by asking students for the information they have gathered and who provided them with that information. This can be recorded on the board. Allow time for questions and discussion.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Team presentations will be assessed with the previously provided rubric and personal reflection assignment.

    Students will each write a one-page personal reflection on what they learned from this lesson and how they plan to use the information now and in the future.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • assisting students with research for assignments
    • modifying assignments if IEP calls for modification
    • giving students copies of slide presentations for study

  • References/Resources

    Images:

    • Microsoft Clip Art: Used with permission from Microsoft.

    Textbooks:

    • Curriculum Center for FCS. Ready, set, teach! Curriculum Guide. 2003.
    • Curriculum Center for FCS. Reaching to teach. 2005.

    Websites:

    YouTube™:

  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • ask students to repeat your instructions back to you to be sure they know what is expected of them before each new phase of the lesson
    • discuss vocabulary in detail and make sure everyone has a firm grasp on it before moving forward with the lesson
    • use graphic organizers and visuals to explain the lesson in detail
    • print fill-in-the-blank handouts of the PowerPoint notes for students to follow along with the lesson
    • provide note-taking assistance using Article Stop and Jot
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Other Essential Lesson Components

    Enrichment activity

    • Critique multimedia presentations created by teachers or as seen on the Internet. Share findings with the class.
  • Family/Community Connection

    • Host a workshop for middle or elementary school students on creating an effective multimedia presentation.
    • Develop a multimedia presentation to introduce yourself to your field-based internship classroom.
    • Ask your field-based internship mentor to provide you a list of topics for which you can create multimedia presentations.
  • CTSO connection

    Texas Association of Future Educators (T.A.F.E.)

    http://www.tafeonline.org

    • Exploring Student Support Services Careers – An individual event – recognizes participants who select one instructional-support professional that works within their school district and to job shadow and interview the individual.
    • Creative Lecture Competition – It is an individual event that is designed to highlight students who demonstrate valuable skills for all educators. Storytelling and effective oral communication skills are vital qualities for professional success. Captivating an audience and sustaining their attention and wonder with a compelling topic remains one of the most valuable abilities in an increasingly networked society. Because great stories about meaningful topics are so fascinating and valuable, TED Talks have become one of the most influential contributions to the Internet, garnering over a billion views. These creative lectures present bold ideas often through personal lenses and have elevated a public speaking format that has been replicated across the world.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to the lesson. For additional information on service learning see
    http://www.ysa.org/

    • Volunteer your services to develop multimedia presentations for all personnel at school. Showcase the presentations during National Teacher Appreciation Week or Career and Technical Education Week.

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