Use Of Microsoft® Powerpoint™ And Direct
- 1. USE OF MICROSOFT® POWERPOINT Done By: Tofool Tabook 53675 Shaimaa Al-Dheeb 59225 Bayan Al Rawas 68712
- 2. PART 1 ASPECT OF EVALUATION
- 3. PART 2
- 4. OVERVIEW: Use of Microsoft® Powerpoint and direct instruction to support emergent literacy skill development among young at risk children. The type of the software is application software.
- 5. WHY USING POWERPOINT ? Use of computer-based presentation software having features with which children may already be familiar (e.g., animation, color, large screen presentation format) may enhance emergent literacy in these and other children . PowerPoint allows the education professional to: Manipulate a variety of pictures, colors, sounds, animation, slide designs, or slide transitions within a presentation to promote interest and motivation. Deliver information in a clear, structured format, while keeping children engaged in the lesson.
- 6. TECHNICAL FEATURES They are easy to modify. The presenter can print notes that help him or her remember points about each slide. The presenter can print handouts with two, three or six slides on a page. They can present complex computer graphics and animation. They can have hyperlinks to pertinent web sites.
- 7. Motion media and sound files and interactive elements can be inserted to add functionality to the programme. Both texts and images can be displayed on the same slide. Items can be highlighted with the "pen" function. They are professional looking. They allow the presenter to face the audience.
- 8. PEDAGOGICAL FEATURES: Acquire knowledge and insight about content and processes. Enhance problem-solving and thinking skills. Enhance students’ technical skills. Enhance student’s personal productivity. Easy to be learned and integrated with existing course material. Quizzes and tests can be presented as a PowerPoint presentation, and ask essay, fill-in or multiple-choice questions. They allow the presenter to face the audience which benefit to control the class.
- 9. TEACHER ROLE: Explicit teaching procedures communicated to children regarding how to perform the targeted skill. Conspicuous modeling. Guided instruction to help children in making initial responses. Allowance of independent responses from children.
- 10. STUDENTS ROLE: Learn how to perform a skill. Modeling that is conspicuous. Making responses. Make independent responses.
- 11. The strategy to teach emergent literacy skill by using Power point FOR TEACHING (B) present the PowerPoint slide sequences used to teach phonemic awareness (e.g., /b/ in ball). Each slide and its graphics are accompanied by text of what the teacher says . allow for student responses and reinforcement.
- 12. Using First six PowerPoint slides used to teach ‘b’ sound. Then, present new graphics elements (e.g., ball, door, pen, cake) Final sequence of PowerPoint slides used to teach ‘b’ sound. After the instructional phase in using the PowerPoint™ slides, a series of assessment slides would be presented to the students evaluate whether skills have been acquired. If not, the teacher can then reteach the content.
- 15. PART 3 CHECK LIST