Using Rubrics To Build Effective PowerPoint

Using Rubrics to Build Effective PowerPoint Presentations and Lessons

Presented by

Diane Stelacio and Julie Stratton

Cape May County ETTC

www.capemaytech.net/ettc/

Workshop Overview

Materials/Handouts can be found by visiting the ETTC’s web site at:

www.capemaytech.net/ettc/links/effectivepowerpoint.htm

1. Survey of How PowerPoint is Currently Being used

Interview Design Group Activity

Based on Q.U.I.L.T. (Questioning and Understanding to Improve Learning and Thinking) model. “AEL Inc.” AEL.org. Regional Educational Laboratory. 10 May 2005 < http://www.ael.org/page2.htm?&index=515&pd=2>.

All participants ask and answer questions in small groups. The information is then shared during a whole group presentation. This is a great questioning and cooperative learning activity.

Materials and Setup:

For the interview, room needs to be made to allow the interviewers to face each other and the groups normally range in size from four - six per small group.

Each person needs a copy of their question and something to write with. A timing device is also useful.

Rationale:

Why use this method? It includes the following key strategies:

' Active participation - no one sits back

' Participant Equality - answers are anonymous and all opinions are accepted

' Icebreaker - This activity helps people get to know one another in smaller/informal settings

' Involvement in all parts - each person asks questions, answers questions and then helps to analyze the data

Activity:

A. Questions are developed before hand and using a system to identify the questions (we are using colored paper as well as assigning a letter to each question) is very useful.

B. Small groups are then formed based on the number of questions. You should have two people assigned to every question per group. For example, if you have four questions, you should have eight per group.

C. Have people line up and then hand out the questions.

D. The instructions listed below are given to the class.

Using your question, interview the person across from you. Record their response. After writing down their answer, they will in turn ask their question and you will answer.

E. After three minutes one row will switch by moving one position to the right. ONLY ONE ROW MOVES. The configuration should now look as follows

F. Again each person asks and answers a question, recording what is discussed.

G. After all participants have rotated through, regroup and discuss answers as a whole group.

2. Effective Dos and Don'ts

Power Point Presentation (What Not To Do)

Effective Use of PowerPoint Quick Reference Sheet

Handout (MS word document)

Category	Do’s	Don’ts
Accessibility	Add color to enhance the presentation	Use color as the only way to convey information
	Not necessary however if used add sound to enhance the visual	Add sound substituting text. Individuals without a sound board or hearing can not hear the content
Content	The content contained on the slides should supplement the presenters presentation	Pack the slides full of the entire presentation and read the slides to the participants
	Add images, graphs or charts to visually display facts and/or statistics	Clutter the slide with large tables or numbers
Documentation	Give credit to the sources used by including in-text citations	Don’t plagiarize! Include citations for graphics, music & text
	Add a resource or works cited page at the end the presentation	Forget to give credit for all work that is not your own.
	Validate the resource is accurate by comparing to additional sources	Use the first page found
Presentation	Keep it simple and consistent	Use all the features available
	Use text to highlight presentation topics	Include large blocks of text and read the presentation
	Use light colors	Use bright blinding colors
	Use simple backgrounds	Use busy distracting backgrounds
	Animation can be added to enhance however it does draw the eye of the audience to the object	Include too much animation distracting from the presentation contents

Some helpful graphic organizers useful for helping students and teacher manage projects:

· http://www.eduplace.com/graphicorganizer/

· http://www.region15.org/curriculum/graphicorg.html

· http://www.edhelper.com/teachers/graphic_organizers.htm

Some web sites useful for helping students and teacher identify effective practices:

3. Rubrics – Using them at the start of an activity not the end

This web site provides a useful method for developing an effective rubric:

http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Create_Rubric/create_rubric.html

Ð Example of a poor rubric – can you identify what areas need improvement?

CATEGORY	4	3	2	1
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Mechanics	No misspellings or grammatical errors.	Three or fewer misspellings and/or mechanical errors.	Four misspellings and/or grammatical errors.	More than 4 errors in spelling or grammar.
Sources	Source information collected for all graphics, facts and quotes. All documented in desired format.	Source information collected for all graphics, facts and quotes. Most documented in desired format.	Source information collected for graphics, facts and quotes, but not documented in desired format.	Very little or no source information was collected.
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.	Makes good use of font, color, graphics, effects, etc. to enhance to presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Organization	Content is well organized using headings or bulleted lists to group related material.	Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.	Content is logically organized for the most part.	There was no clear or logical organizational structure, just lots of facts.
Originality	Product shows a large amount of original thought. Ideas are creative and inventive.	Product shows some original thought. Work shows new ideas and insights.	Uses other people's ideas (giving them credit), but there is little evidence of original thinking.	Uses other people's ideas, but does not give them credit.

Date Created: Dec 29, 2004

Ð Group Activity to rewrite a rubric – rubrics can be used to help students develop effective presentations

Multimedia Project : PowerPoint Presentation Draft

Teacher Name:

CATEGORY	4	3	2	1
Sources	Source information collected for all graphics, facts and quotes. All documented in desired format.	Source information collected for all graphics, facts and quotes. Most documented in desired format.	Source information collected for graphics, facts and quotes, but not documented in desired format.	Very little or no source information was collected.

First – Identify the category you will be developing and write out a definition for the category.

Second - Identify characteristics of the BEST product or performance.

Third - Identify characteristics of the WORST product or performance.

Fourth - Develop measurable goals for the rubrics beginning with best using the space below to record the response.

Example of words that are not measurable: Excellent – Minimal

Example of measurable: Response includes 6 or more supported facts.

Response includes 3 or less supported facts.

CATEGORY	4	3	2	1

graphics from eosdev.com

Workshop links