Presentation

Jackson Mann Community Center

TAGS: #InstructionalRoutine #Presentation #GoogleSlides #JMCC

WHAT: To help recall and retain new vocabulary words, learners will create their own picture dictionary using Google Slides. Teachers will provide a list of vocabulary words, and learners will choose additional vocabulary words or phrases they have learned in class, search for images that correspond to each word's meaning, and create slides containing a word or phrase and one or more images.

WHY: By creating visual representations, learners can reinforce connections to their existing knowledge of recently learned vocabulary words and increase retention of information in long-term memory.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Creating Visual Representations

• Explicit Instruction: Computer Basics

• Learner Choice

HOW | Google Slides: At the end of a unit, have students list vocabulary words they learned (or provide them a list). Show students how to search for images on Google. Students will search for pictures that represent the words on their vocabulary list. They will copy those images and paste them on a Google Slide. Show students how to insert text and add the vocabulary words to their slides. Each slide should have at least one word and one picture. 

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CR.4: Design Digital Content: Students design their own picture dictionary.

• EF.2: Search the Internet: Students use search engines to find pictures.

• IS.5: Use Search Strategies: Students need to use strategies to find pictures that contain what they need for their project.

Mujeres Unidas Avanzando

TAGS: #InstructionalRoutine #Presentation #Collaborative #GoogleSlides #MUA

WHAT |  Collaboratively Build a Collection of Resources and Knowledge Using Presentation Creation Software: Students add key content to a skeletal class slide presentation as it is covered from class to class, including images, answers to exercises completed in class, materials from projects/group work, links to resources, questions, comments, and more. In this way, the class ends the instructional unit with one collection of resources that was built collaboratively by all members of the class, not solely the instructor.

WHY | Create content materials: The goal of this routine is for students to increase their content knowledge as well as their digital literacy skills by playing a direct role in the creation of class materials. By the end of the unit, all students have access to this one collection of slides with the essential information and objectives of the unit, resources, completed exercises, and projects that they helped to build. These slides can be used as a study reference moving forward, and they can also be shared with students who join the class later in the year. Similarly, if a student is absent, they know to refer to the slideshow so they can see what they have missed.

Alongside learning the unit’s content, students also work on their digital literacy skills as they edit slides, copy text and images, format text, share links, and more. They are asked to reflect back on learning from previous lessons, and by having the outline of the unit all in one place, they are able to self-monitor their learning and their progress toward meeting the objectives of the unit.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Note-taking: Learners will be asked to add information to the slidedeck from the class content, as a form of note taking.

• Debriefing: Creating summary slides or referring back to slides is an opportunity to debrief/reflect at the end of each lesson.

• Experiential learning: Students are directly involved in the creation of the slidedeck and in editing and finalizing of the class unit materials on the slidedeck.

HOW | Google Slides: Google Slides is the easiest way to put this routine into practice, because it is free and syncs easily to Gmail, Google Classroom, and all other Google applications. Additionally, multiple users can collaborate on the same presentation and they can see one another’s edits in real time. Starting with a skeleton of an instructor-created slideshow (a general outline of the upcoming instructional unit), students edit the slides as the class moves through the unit. Instructors will model the various ways to add content to the slides in early units and gradually release responsibility to the class.

Digital Skills | Implementing this strategy connects to the following digital skills:

• CR.4*: Design Digital Content: Students will be assisting their instructor in building the slidedeck for a particular instructional unit. This involves designing individual slides by adding and formatting text, adding images and links, integrating slide backgrounds, and more.

• WO.6: Create Slide Presentations: The entirety of this project will be done in Google Slides.

• MO.6: Collaborate Using Mobile Tools: Google Slides is collaborative and students will be able to edit the files alongside their classmates and instructor in real time.

East Boston Harborside Community School

TAGS: #InstructionalRoutine #Assessments #GoogleSlides #EBHCS

WHAT | The students complete KWL (Know-Want to Know-Learned) questions via an online slide presentation to check for understanding. The students complete the KW part during a live virtual class. The slide presentation is then posted in Google Classroom as a homework assignment where students as asked to complete the Learn or L part of the KWL. An instructional video is included on the slide deck for further guidance on posting the completed assignment to Google Classroom.

WHY | Self-reflection: The routine provides students with a multimedia approach to express their understanding of an assignment and build critical thinking skills through self-reflection activities. Beginning the reflection in class builds engagement and ensures students understand the assignment. Having a video on the shared slide deck for guidance allows students to build competence in an important digital skill for participation in a virtual classroom. Lastly, having students complete the last part of the self-reflection for homework allows the instructor to assess for mastery.  

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Foster Growth Mindset

• Purposeful Reflection

• Competency-based Learning & Assessment, 

HOW | Pear Deck Google Slides via Google Classroom: The instructor posts the KWL assignment on a Google Slide deck in Google Classroom. Google Classroom is the flagship for both the student and instructor to review class material and complete assignments. The class views the slide deck during class and completes the KW section of the KWL together. After the lesson, students complete the L part of the KWL for homework. The students are guided by a video to show them how to add to their slide back to Google Classroom to complete the assignment.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.8: Use Messaging Tools 

• IS.1: Use & Apply Information

• LL.2:Adapt to New Technology

Boston Public Schools

TAGS: #InstructionalRoutine #Presentation #GoogleSlides #BPS

WHAT: To kickstart the class and align with the unit's content, students will engage in a brief research activity guided by questions provided by the teacher. They will gather relevant information and organize it in a logical manner to present their research findings. This activity serves as a preparatory exercise, equipping learners with the necessary background knowledge and setting the stage for the upcoming lesson. By actively engaging in research and organization, students develop critical thinking skills and deepen their understanding of the subject matter.

WHY: Learners are developing the ability to synthesize information, perform research, and create an organized presentation to share new information. Engaging in these activities not only fosters their ability to search and find information online, evaluate sources, and organize information effectively but also serves as a preparatory step for the upcoming lesson. By exploring the topic beforehand and delving into related contexts, learners are better prepared to grasp and absorb new information during the lesson. These practices empower learners to become more independent and confident in their learning journey while developing essential academic and presentation skills.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Experiential Learning

• Learner Choice

HOW | Google Slides

1. Demonstrate how to create a slide deck in your class

2. Allow students to practice creating a presentation

3. Based on the content of the unit, students will perform research using questions provided by the teacher

4. Learners will research and then organize the information in a logical manner to present the research findings

Note: You can add parameters like the number of slides required or names of the slides learners should include in their presentations like: title, introduction, keywords, research question, findings, resources, etc.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• WO.6: Create Slide Presentations

• IS.1: Use and apply information

• IS.2: Access information sources

• IS.3: Evaluate online information

Boston Public Schools

TAGS: #InstructionalRoutine #PresentationApp #GoogleSlides #BPS

WHAT: Transfer content and reuse content on presentations to provide a digital platform for content and skills in the classroom. The teacher uses it to provide new information and ensure learners have access to content online. Students can collaborate and demonstrate work.  

WHY: Provides online access to review material. This supports learners because it provides a place for them to find information as well as practice work. In addition, they can practice and improve their technology skills by working independently or collaboratively on presentations in which they connect technology to other areas of content learning. 

The use of presentation applications allows people to organize information that can easily be reviewed, shared with absentee students, and updated as needed. Students can collaborate, annotate, and adjust the material to demonstrate learning. These skills help students learn to navigate language, navigate technology skills and collaborate effectively, which is transferable to other school and career opportunities. The Tech skills of annotating, editing, and adding material are also transferrable as technology skills, language skills, and life skills. 

NOTE: collaborating may include highlighting, demonstrating spelling or word changes, as well as helping classmates find images through internet searching to support ideas. Many tech skills are taught and built upon as the collaboration in a shared document continues throughout the year.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Annotating

• Authentic Audiences & Purposes

• Experiential Learning

HOW | Google Slides

• Open the Slides home screen at Google Slides

• In the top left, under "Start a new presentation," click New Plus. This will create and open your new presentation

• You can add, edit, or format text, images, or videos in a presentation

• You can share files and folders with people and choose whether they can view, edit, or comment on them

Once you have created a slide deck for your class, it is important to share the presentation with your learners. Make sure to share it in "view only" mode to ensure that the content remains unchanged. This allows your learners to review the material after the class has ended. Additionally, utilize the last slide of your presentation to include a link to a new set of slides. Share this set in "edit" mode so that learners can actively participate. They can add questions, include additional content slides based on the rubric provided by the instructor, or write a brief summary of what they have learned. This interactive approach encourages engagement and promotes a deeper understanding of the subject matter.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• WO.6 Create Slide Presentations

• IS.1 Use and apply information

• IS.2 Access information sources

• IS.3 Evaluate online information

International Institute of New England

TAGS: #InstructionalRoutine #Presentation #PearDeck #IINE

WHAT: Periodically throughout the term, students complete an interactive slideshow lesson that contains activities that mimic the formatting of the questions they’ll be presented with on the TABE and BEST Plus assessments. The lesson is presented synchronously.

WHY: The goal of this routine is to prepare students for the assessments (TABE and BEST Plus) that they take at the end of the term. Specifically, the purpose of the Pear Deck is to familiarize and draw students’ attention to the instructions and formatting of the assessments so that they may avoid common mistakes which result in a lower score.  

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Formative Assessment

• Error Analysis

• Immediate Feedback

HOW | Pear Deck:

1. Teacher will share a link to the website and join code for participants to enter the Pear Deck lesson.

2. Teacher will guide students through a series of slides which pose questions similar to those found on the TABE or BEST Plus assessments. 

3. Teacher will review answers after each slide and highlight strengths and weaknesses of student answers, which are presented anonymously, and give feedback for growth.

4. Teacher will end lesson with a self-reflection question to consider students’ areas of strength and improvement.

5. Teacher can assign the Pear Deck in Google Classroom following the lesson for further practice. 

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.2: Collaborate with Technology: The use of the Pear Deck platform allows students to familiarize themselves with new technology skills. Students are able to practice sharing information in a digital format by responding to a variety of interactive prompts.

• LL.3: Set Goals & Reflect: The use of Pear Deck allows students to actively reflect on their points of strength and weaknesses. Students are able to rate their progress and reflect on their learning during the lesson and at the end of the lesson.

Catholic Charities/El Centro Adult Education

TAGS: #InstructionalRoutine #ProgramPractice #Presentation #GoogleSlides #ElCentro

WHAT | Hyflex collaboration: Hyflex Learners will collaborate virtually in a cloud-based presentation platform (like Google Slides) to create and present content.

WHY | Collaboration: The goal of this routine is to establish connection among all students in a hybrid classroom.  It is important to maintain student collaboration, particularly for students who are learning remotely while their peers are in-person in a hyflex learning environment. Hybrid collaboration is a great opportunity for students to cement their digital skills while simultaneously applying numeracy concepts in a controlled, focused setting. Hyflex refers to the combination of synchronous in-person and synchronous online instruction, with asynchronous work in between sessions. 

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Clear Structure & Presentation: Structuring delivery of new information understandably, consistently, and in multiple ways aids in maintaining learner attention and can support learners who have lived through adverse experiences.

• Explaining Their Thinking: Giving learners the opportunity to explain their thinking process aloud helps them to solidify their comprehension, and move knowledge into their long-term memory. This can be achieved through learner think-alouds, or self-explanations, which require individuals to reflect on new information. When learning and practicing numeracy skills, these strategies can be highly effective as they allow learners to reflect upon the process. Explaining their thinking can also boost foundational reading skills, reinforcing details of a text and the strategies needed to understand or write it. Explaining their thinking can be especially helpful for those learners with lower levels of Background Knowledge as these processes help encourage more involved interaction with a variety of texts and resources.

• Guided Practice: Through guided practice, the instructor or facilitator gradually releases scaffolds, allowing learners to develop independence. When content information and processes are broken down into smaller chunks and learners are allotted practice time in between, learning is strengthened.

• Peer Discussion: Having discussions with peers can cement learning for adults, increasing Disciplinary Literacy and strengthening understanding of new information, including Numeracy skills.

HOW | Zoom Room and Google Slides (but can be adapted for any virtual platform and cloud-based presentation software)

In a hybrid classroom, set up separate laptops connected to the same video conference call. These will be used by the in-person students. Group the in-person students with the remote students, ideally so there are only one or two people per in-person classroom computer, and one to two students remotely. Use the same groupings for the breakout rooms. See photo.

Prepare a slide deck presentation  with the prompts for the activity on each slide, and a title on each slide that denotes which students will be editing which slide. Share the link to the presentation slide deck in the Chat for simultaneous editing. In my math class, students are given a “solution” and from there they must work backwards to write a viable problem for that solution. This allows the in-person and remote student groups to work collaboratively and produce a single final product together. 

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.2: Collaborate with Technology

• CR.3: Adapt & Reuse Digital Content

• CR.4: Design Digital Content

• CR.7: Revise & Adapt Existing Content

• IS.6: Organize Information & Files

• OL.10: Save and Manage Content

• WO.6: Create Slide Presentations

Note: This is a more advanced routine that gives students the opportunity to apply their skills in creating/editing content (specifically slide presentations) while simultaneously collaborating to organize and manage their final product in a shared space. This routine requires multiple open applications that students will be required to navigate together. The teacher will be present to guide students through any snags, but the purpose of this is to give students autonomy in creating digital content.