EDU503 Week 9

Various Presentation Techniques

Sub topics:

UNIT 1: Advance Organizer

UNIT 2: Powerpoint Presentation
UNIT 3: Storytelling
UNIT 4: Collaborative and Cooperative Learning

Learning Outcomes

At the completion of this Week, you should be able to:

o Describe the steps in implementing Advance Organizer

o Identify the benefits of using Powerpoint in the classroom
o Describe the proper techniques in using storytelling as a teaching tool
o Explain the importance of Cooperative and Collaborative Learning

UNIT 1: ADVANCE ORGANIZER

a. What is an Advance Organizer?

 An advanced organizer is a method of bringing together and linking old
information with new information. It can also be referred to as a
cognitive instructional strategy that is used to promote the learning
and retention of new information (Ausubel, 1960).
 Can be as simple as teacher’s background discussion before
introducing new concepts or list of tasks to the learners.
 Can be as complex as a detailed flow diagram that pictures many
components of a multi-component tasks and the organization.
 Can be provided by written or spoken words diagrams and charts,
photographs, or actual models of finished products. Advance
organizers are cognitive strategies that help to make complex concepts
or tasks clear, and also to relate known information to new or
unknown information.
 Helps to facilitate understanding of new information and completion of
complex tasks, and also improve learning and memory at the levels of
encoding new information, storing it, and subsequently retrieving it.

b. Types of Advance Organizer

There are two main types of advance organizer:
i) It can be an introduction to a new topic particularly to give students
an overview, connect new information to existing knowledge and to
illustrate organization of new concept to be processed and learn.
ii) It can be a task planner designed as a guide for the learner to do a
particular task or duty by giving organizational cues such as steps to
complete a task or by showing examples of what a product should look
like.

1
  Advance organizer is often presented as graphic organizers.
- Eg: Maps - graphically represents places in a specific geographic
region and their relationships.
- “Cognitive maps” – visual map which illustrates some of the
connections among concepts.

c. Steps in Implementing Advance Organizer

i. Step-Action Table: Examining The Rationale For Advance

Organizer
ii. Step-Action Table: Using Graphic Organizer

EXAMINING THE RATIONALE FOR ADVANCE ORGANIZERS

STEP ACTION

1. Collect and review advance organizer
examples
Use various resources to build a collection of
different kinds of advance organizers that
are specific for you. This includes advance
organizers currently in use by other
individuals in your class/school/university.

2. Review downloadable graphic Visit websites related to advance organizers

organizers and review the downloadable advance
organizer examples.
NOTE: You may find it beneficial to
download and save the examples for future
use. Choose the information that best meets
the needs of your study.

3. Organize materials Organize the advance organizers you

collected in a binder for future use.

4. Develop a rationale for using advance
organizers
In preparation for leading and supporting
others with the implementation of advance
organizers, develop a rationale for using
advance organizers that you can share with
your peers.
Use the following questions to help develop
your rationale:
• Why should I use advance organizers?
• What results or evidences of learning
should I expect as a result of using advance
organizers?

*Adapted from Georgia Leadership Institute for School Improvement

2
 SELECTING AND USING GRAPHIC ORGANIZERS
STEP
1. Select the lesson/topic
2. Determine the intent of the topic
3. Select a graphic organizer
4. Test the graphic organizer
5. Determine if expected outcomes and
benefits are appropriate
*Adapted from Georgia Leadership Institute for School Improvement
3
ACTION
Select a lesson or topic from your content
area and grade level.
Example: Reading Strategies for Academic
Text.
Identify the learning objective(s) for the
lesson/topic.
Example: Describe two reading strategies
that can be employed while reading an
academic text and explain the process.
Choose a graphic organizer that supports
one or more of the learning objectives.
Example: Use a graphic organizer to
compare and contrast between skimming
and scanning.
Using the content, complete the organizer to
see if it is the “best fit” for the topic. Ensure
that:
• The structure of the organizer is clearly
illustrated.
• The organizer clearly illustrates key parts
or steps of the lesson/topic content.
• Parts of the organizer are labelled as
needed.
• The organizer includes a title that reflects
its content.
Explain how this organizer is the most
appropriate choice for this lesson/topic:
• What evidence of learning does the graphic
organizer provide the learner?
• How does this graphic organizer help
students learn?
• Why is the graphic organizer the most
appropriate?
PRACTICE:

Task 1: Select one type of advance organizer and develop the organizer
according to any one of the following topics. You can also choose your
own topic of interest:

a. Ways to manage a good classroom environment.

b. Effects of social networking on students’ academic performance.
c. The causes of plagiarism among students.

Task 2: Discuss with your friends about the steps of selecting and using
a graphic organizer in your studies. Compare and contrast your advance
organizer among your friends.

CHECKLIST:

We have now come to the end of Unit 1: Advance Organizer. You are now able
to:

o Describe the steps in implementing Advance Organizer

In the next unit, you will have the opportunity to learn about PowerPoint
presentation and the benefits of using PowerPoint presentation in your
studies. .

4
UNIT 2: POWERPOINT PRESENTATION

a. What is PowerPoint?

 A software application used for producing presentation materials which

can combine different types of media and include links to other
applications.
 Designed for delivering presentations using a computer but can be used
to produce OHP slides, handouts, Web presentations and posters.

b. 10 Benefits of PowerPoint

1) Bring more energy and visual impact to your presentations.

It saves time and money by applying sophisticated photo effects without

using additional photo-editing software programs.
It transforms your images into compelling, vibrant visuals by using new and
improved picture editing features such as color saturation and temperature,
brightness and contrast, and an advanced cropping tool, along with artistic
filters such as blur, paintbrush, and watercolor.

2) Work with others without having to wait your turn.

PowerPoint presentation promises to redefine the way people can work

together on presentations. With co-authoring, you can simultaneously edit
the same presentation with individuals in different locations. You can also
use Office Communicator or your instant messaging application to view the
availability of others who are authoring a presentation with you and easily
initiate a conversation without leaving PowerPoint.

3) Add a personalized video experience.

It embeds and edits video files directly in PowerPoint. It easily trims your
video to show only relevant sections and bookmark key points in a video for
quick access or trigger animation to begin automatically when those
bookmarks are reached. You can also set the video to fade in and out at
specified intervals and apply a variety of video styles and effects, such as
reflections, bevels, and 3-D rotation, to help you quickly capture your
audience's attention.

4) Imagine just-in-time show and tell.

You can instantly broadcast your PowerPoint presentations by sending out a

URL so that people can view your presentation on the Web. However,

5
Broadcast Slide Show requires either SharePoint Foundation 2010 or a
Windows Live account. Office Web Apps must be installed to broadcast via
Microsoft SharePoint 2010.

Your audience can see your slides in high fidelity, even if they don't have
PowerPoint installed. You can also turn your presentation into a high-quality
video with narration to share with virtually anyone through e-mail, via the
Web or on DVD.

5) Access your presentations from more locations and on more devices.

With PowerPoint, you can get things done according to your schedule across
multiple locations and devices. You can post your presentations online and
then access, view, and edit them from the Web or your Windows phone.
Microsoft PowerPoint Web App extends your PowerPoint experience to the
Web and enjoy full-screen, high-quality viewing of our presentations. Store
your presentations online and edit your work through the PowerPoint Web
App when you're away from your office, home, or school.
Microsoft PowerPoint Mobile helps you stay current and take immediate
action when necessary using an enhanced mobile version of PowerPoint
specifically suited to your smartphone. Note that PowerPoint Mobile is not
included in Office applications or suites.

6) Create high-quality presentations with stunning graphics.

Use dozens of additional SmartArt layouts to create many types of graphics

such as organization charts, lists, and picture diagrams and become a
design expert. You can transform words into impressive visuals that better
illustrate your ideas. You can also create diagrams as easily as typing a
bulleted list or convert text and images to a diagram in just a few clicks.

7) Captivate your audience with new transitions and improved

animations.

PowerPoint offers new, dynamic slide transitions and animation effects that
look similar to graphics you'd see on TV. You can easily access, preview,
apply, customize, and replace animations. You can also use the new
Animation Painter to copy animations from one object to another.

8) Organize and print your slides more effectively.

You can now easily organize and navigate through slides using slide sections
by dividing a presentation into logical slide groups, rename sections to help
you manage content-such as to assign slides to a particular author or easily
print just one section of the slides.

9) Get things done faster.

The new Microsoft Office Backstage view replaces the traditional file menu to

6
let you save, share, print, and publish your presentations with just a few
clicks. And, with the improved Ribbon, you can access your favorite
commands even more quickly by customizing tabs or creating your own to
personalize the experience to your work style.

10) Work on multiple presentations and multiple monitors.

PowerPoint gives you a completely separate window for each presentation

that you open. So, you can view and edit multiple presentations
independently, side-by-side, or even on separate monitors.

Source: www.microsoft.com

c. Benefits of PowerPoint Presentation in the Classroom

PowerPoint Presentation is also useful in the process of teaching and

learning in the classroom. Both students and teachers can benefit greatly
from this tool. Among the benefits of PowerPoint Presentation in the
classroom are described as follows:

1. Interaction and Engagement

o PowerPoint and slide presentations hold student attention through
the use of video, graphics and music. Because students today are so
technologically advanced, tools that involve technology such as slide
shows increase student involvement and interaction.

2. Ability to Capitalize on Modern Media

o The Internet provides current events coverage and the latest
information on an enormous number of topics. Slide show tools allow
you to incorporate text, video, audio and photos from the Internet easily,
allowing you to share the most recent information using media that
engage students.

3. Integration of Multiple Sources

o Using PowerPoint and slide shows, you can integrate multiple
sources in your classroom presentations. For example, you easily can
incorporate photos of student work, video from a field trip, related
content from news sources and the latest expert research into a single
presentation.

4. Availability of Instruction
o Rather than handing absentee students written notes of a lesson
they missed, teachers can replay lesson or presentation using a slide
show. Absent students receive the same instruction as those who are
present, so they do not fall behind.

5. Cooperation and Collaboration

o Teachers can share lessons and presentations simply using a file-
sharing system or flash drive. Teachers can share the workload of

7
 creating presentations. Furthermore, a student seeing more than one
teacher's presentations is exposed to more than one point of view.

PRACTICE:

Task 1: Discuss with your friends about other relevant benefits of

PowerPoint presentation that can be useful to students and teachers in
the classroom.

Task 2: Work in pairs and use your creativity to come up with a role play
about this situation;
“You are a salesman and you want to persuade your client to buy the
new PowerPoint 2010 Software. Tell your client about the many benefits
and usefulness of the new PowerPoint 2010 software. In the role play,
use your persuasive skill and creativity to act out the scenario”.

CHECKLIST:

We have now come to the end of Unit 2: PowerPoint Presentation. You are now
able to:

o Identify the benefits of using Powerpoint in the classroom

In the next unit, you will have the opportunity to learn about the proper
techniques in using storytelling as a teaching tool.

8
UNIT 3: STORYTELLING

Storytelling can be an interesting activity to be carried out in the

classroom. It does not only gain students’ attention towards learning, but it also
allows room for a more interactive teaching and learning process to take place.
There are many steps and techniques required to deliver an interesting
storytelling. It begins with the basic step of finding the right stories at the
beginning up to the final step of practicing the art of storytelling. The following
section will explain the steps involved in the process of storytelling.

a) Finding stories:
There are many kinds of stories you can work with. It is recommended you start
with simple folktales, with simple elements.

While traditionally stories were learned by listening, the best source today is the
children’s department of the Public Library. There you will find all sorts of folk
and fairy tales, tall tales, trickster stories, etc. Many stories are on the internet
as well. As you browse, look for stories that "touch" you. Start with simple
stories, then as your experience grows, be sure to explore and branch out.

With time you will probably find many kinds of tales that will interest you
personally. All sorts to choose from including: folktales from many countries
and cultures, accumulative stories, droll and humorous tales, traditional
fairytales in numerous versions, wish (magic) tales, trickster tales, tall tales,
myths, legends and hero tales from the sagas and national epics, animal fables,
scary stories, urban legends, religious stories, literary stories, pourquoi (why?)
stories. With time and experience you will want to try a variety of stories and
perhaps even branch out into telling your own personal stories or giving
Improvisational storytelling a try.

Characteristics of a good story:

 A single theme, clearly defined

 A well developed plot
 Style: vivid word pictures, pleasing sounds and rhythm
 Characterization
 Faithful to source
 Dramatic appeal
 Appropriateness to listeners

Baker and Greene, Storytelling: Art and Technique, pp. 28

b) Adapting to our audiences:

The audience has a very important role in storytelling - for their minds are the
canvas on which the teller paints his tale. Oral storytelling involves much

9
interaction between teller and hearer. I have observed that our audiences have
lost some of the skills to follow a narrated story and see things in their minds.
Storytelling has become more difficult. Attention spans are shorter and more
demanding, more sophisticated, yet less able to independently imagine or
visualize. People seem to need more visual stimulation.
 Take the story as close to them as you can.
 Keep it brief and simple
 Stimulate their senses so they feel, smell, touch and listen and see
vivid pictures.
 Describe the characters and settings, and help them sympathize with
the character's feelings.
 Aim your story at the younger ones when telling to a audience of
mixed ages!

c) Preparation:
Once you settle on a story, you will want to spend plenty of time with it. It will
take a considerable period of time and a number of telling before a new story
becomes your own.

 Read the story several times, first for pleasure, then with
concentration.
 Analyze its appeal, the word pictures you want your listeners to see,
and the mood you wish to create.
 Research its background and cultural meanings.
 Live with your story until the characters and setting become as real to
you as people and places you know.
 Visualize it! Imagine sounds, tastes, scents, colours. Only when you see
the story vividly yourself can you make your audience see it!
 Learn the story as a whole rather than in fragments. Master, and
then simplify, its structure to a simple outline of scenes. Don't try to
memorize it, though you should always know your first and last lines by
heart!

o Map out the story line: The Beginning, which sets the stage and
introduces the characters and conflict; the Body, in which the
conflict builds up to the Climax; and the Resolution of the
conflict. Observe how the action starts, how it accelerates,
repetitions in actions and how and where the transitions occur. If
simplifying or adapting a story, do not alter the essential story
line.
o Absorb the style of the story: To retain the original flavour and
vigour, learn the characteristic phrases which recur throughout
the story. Observe the sentence structure, phrases, unusual
words and expressions.

Practice the story often - to the mirror, your cat, driving in the car, with
friends, or anyone who will listen. Even when telling an old and familiar
story, you must use imagination and all the storyteller's skills to make it

10
 come alive. Use your imagination to make the story come alive as you
prepare.

 Delivery elements:
 Sincerity and whole heartedness (Be earnest!),
 Enthusiasm (This does not mean artificial or noisy excitement),
 Animation (in your gestures, voice, facial expressions)

Stories are more interesting when there is animation and variety in the
voice of the teller.

d) Particular Oral Storytelling Skills:

A Storyteller’s skills include: emphasis, repetition, transition, pause and
proportion.

 Dialog should make use of different voices for different characters and
using the Storytelling "V" - where you will shift your facing (or posture)
as the dialog switches from character to character.
 Use your voice to create the atmosphere or tension as the story
progresses.
 Use gestures and facial expressions add much to the visualization of
the story. Be sure they are appropriate and natural. Practice them!
 Pacing involves both the volume and rate at which you speak, and the
progression of the action in the story. Dialog slows a story's pace down,
while narrating action speeds it up.
 Repetition and Exaggeration have always been basic elements of
storytelling.

Experience will hone these skills, and when - and how - to use them
most effectively.

e) Storytelling techniques:
 Beginning a story:
Storytelling is best done in a relaxed atmosphere free of distractions. The
audience ought to be comfortable and close. Candle light and campfires
are ideal situations for telling stories, but often impractical. The teller
needs to give careful attention to the setting before hand - and be
prepared to rearrange a room to bring his hearers closer, or use a
backdrop or hangings to create atmosphere - especially in classroom
settings. Props, costumes, or some getting acquainted patter may also
help in getting and keeping attention and creating a mood.

 Storytelling traditionally begins with a "Once upon a time..."

opening. and then a storyteller’s silent pause to gather his thoughts.
The traditional openings, of which there are many (often with responses
from the audience), were "rituals" that served as a signal that the teller
was suspending "time and space" as we know it and transporting the
audience to a world of imagination and play. They identified the teller
and established the audience’s commitment to accept for the moment

11
 that imaginary world and its "rules". Similar "rituals" also signal the end
of the story and their return to reality. Many adults today have forgotten
these "rules of the game." There are online lists of Beginnings and
Endings.

 Some attention keepers:

Many factors affect the attention of your listeners. A storyteller always
needs to be sensitive to his audience and may need to regain their
attention before continuing.

 Involvement or participation. Use volunteer(s) from the audience in

your story. Or have the audience participate in hand motions or making
sound effects. Or responding with "chants" or refrains

 A distinct change in your pace, voice, or mood.

 An unusual or unexpected twist in the narration.

 Throw-away lines or asides work well as does comic relief.

Be especially prepared to deal with disruptions with groups of children.
There is always one or two children that want the attention. Sometimes
you can just ignore it; sometimes it make take a stare, or a pause till the
disruptive behavior ends, sometimes maybe involving a child in your
story - whatever you do - do not speak harshly or in anger, or you will
lose the audience.

f) Concluding:
Once you finish the story - stop! Don't ramble on. Leave their thoughts lingering
over it. Don't feel you have to explain everything, or tie together all loose ends.
Let them go away thinking about what has been said, and drawing their own
meaning from it!

Applause is no measure of the effectiveness of a story presentation. Sometimes

it will be exuberant, but other times the audience is quietly savoring and
treasuring the story. An attentive audience and the feeling you "told it well" are
the best reward you can have.

Finally...and most importantly: The more you practice- the more

skilled you will become. Don't be afraid to try different methods. Be
creative. As you do learn from your experiences. Expect to flop, the best
of us do. Don't be overly self- conscious. Have fun and share the joy of
story.

In the end, it is most important that you should tell your story in your
own words with sincerity and enthusiasm and....

Tell stories!! Tell stories!! Tell stories!!!

12
PRACTICE:

Task 1: Look and study the storytelling steps once again and share with
your friends the most appealing step to you. Discuss how you can
further improve on the steps using your own creativity.

Task 2: Imagine that you are a teacher in a class full of excited students.
Work in groups and use your creativity and imagination to demonstrate
the storytelling process with your classmates. You can choose any story
that you know and make use of the techniques that you have learned to
tell your story.

CHECKLIST:

We have now come to the end of Unit 3: Storytelling. You are now able to:

o Describe the proper techniques in using storytelling as a teaching tool

In the next unit, you will have the opportunity to learn about the importance of
Cooperative and Collaborative Learning in the classroom.

13
UNIT 4: COOPERATIVE AND COLLABORATIVE LEARNING

Cooperative and collaborative learning is important to be incorporated in the

classroom. Teachers should ensure that collaborative learning takes place
amongst the students. Likewise, students should also cooperate with one
another to create a more effective learning in class. The following discussion
highlights the importance of collaborative learning in the classroom.

a) What are cooperative and collaborative learning?

Collaborative learning is a method of teaching and learning in which students

team together to explore a significant question or create a meaningful project. A
group of students discussing a lecture or students from different schools
working together over the Internet on a shared assignment are both examples of
collaborative learning.

b) Importance of cooperative and collaborative learning environment

Celebration of diversity. Students learn to work with all types of people.

During small-group interactions, they find many opportunities to reflect upon
and reply to the diverse responses fellow learners bring to the questions raised.
Small groups also allow students to add their perspectives to an issue based on
their cultural differences. This exchange inevitably helps students to better
understand other cultures and points of view.

Acknowledgment of individual differences. When questions are raised,

different students will have a variety of responses. Each of these can help the
group create a product that reflects a wide range of perspectives and is thus
more complete and comprehensive.

Interpersonal development. Students learn to relate to their peers and other

learners as they work together in group enterprises. This can be especially
helpful for students who have difficulty with social skills. They can benefit from
structured interactions with others.

Actively involving students in learning. Each member has opportunities to

contribute in small groups. Students are apt to take more ownership of their
material and to think critically about related issues when they work as a team.

More opportunities for personal feedback. Because there are more exchanges
among students in small groups, students receive more personal feedback
about their ideas and responses. This feedback is often not possible in large-
group instruction, in which one or two students exchange ideas and the rest of
the class listens. Beneficial, cooperative-learning situations are not easy to set
up. In many situations, particularly those in which people must work together
on a problem, conflicts prevent learning. As a result, cooperative learning

14
requires enabling students to work well with others by resolving these inevitable
conflicts.

PRACTICE:

Task 1: Discuss with your friends about other relevant importance of

cooperative and collaborative learning in the classroom. Then, list down
the points on a piece of paper and share with the class.

Task 2: Work in pairs and use your creativity to come up with a role play
about this situation;
“Imagine you are a teacher and you want to share with your colleagues
about the importance of cooperative and collaborative learning in the
classroom. In the role play, use your presentation skill and creativity to
deliver your ideas in order to make your colleagues clearly understand
about the importance of the learning approach”.

CHECKLIST:

We have now come to the end of Unit 4: Cooperative and Collaborative

Learning. You are now able to:

o Explain the importance of Cooperative and Collaborative Learning

You have completed the lessons for this week. By now, you should be able to,

o Describe the steps in implementing Advance Organizer

o Identify the benefits of using Powerpoint in the classroom
o Describe the proper techniques in using storytelling as a teaching tool
o Explain the importance of Cooperative and Collaborative Learning

Thank you for your attention and participation.

15
REFERENCES

(2007). Leading a Team to Implement Graphic Organizer. Georgia Leadership

Institute for School Improvement (2010-2011). Retrieved on 7 May 2011
from http://www.google.com.my/search?
q=Leading+a+Team+to+Implement+Graphic+Organizers&ie=utf-8&oe=utf-
8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a

Cooperative and collaborative learning: Classroom Concept. Thirteen Ed Online.

Retrieved on 7 May 2011 from
http://www.thirteen.org/edonline/concept2class/coopcollab/index.html

McWilliams, B. (1998). Effective Storytelling: A manual for beginners. Retrieved

on 7 May 2011 from http://www.eldrbarry.net/roos/eest.htm

Top 10 benefits of PowerPoint 2010. Microsoft 2011. Retrieved on 7 May 2011

from www.microsoft.com.

Ylvisaker, M., Hibbard, M. & Feeney, T. (2006). Tutorial: Advance Organizer. A

Resource for Teachers, Clinicians, Parents, and Students by the Brain
Injury Association of New York State. Retrieved on 7 May 2011 from
http://www.projectlearnet.org/tutorials/advance_organizers.html

16