Dr. Gretchen N. Vik recommends several useful strategies for engaging your audience as you lead them into a short presentation. To get you started, Dr. Vik begins with a recommendation to imagine that you’re in the elevator with your company’s CEO (or, in our case, crossing paths with your district superintendent in a school or district hallway). She labels this extemporaneous moment, an "elevator speech," we’ll call this interaction a “hallway chat;” with this in mind, how would you summarize what your project is all about in one-sentence? Tough, isn’t it? This is the one-sentence that will most effectively springboard your presentation.
Initial-line: This is not the moment in your presentation (or your superintendent’s busy schedule) to discuss the details of your planned work; instead, simply & succinctly describe the essence of your project or planned presentation.
Saturday, June 28, 2008
Friday, June 27, 2008
Day 11, Using Adobe Acrobat for Electronic Portfolio Development
Dr. Barrett (2000) outlines a five-stage, five-level model for containing electronic portfolios. The focus of this article is on Adobe Acrobat and the Portable Document Format (PDF). According to Barrett, by publishing an ePortfolio in Acrobat a portfolio developer can collect, analyze, and categorize unique artifacts in a broad selection of multimedia (audio, video, and graphic representation). In 2000, Dr. Barrett said that publishing in “Adobe Reader is the most versatile and appropriate tool to publish electronic portfolios because it represents a paper-based portfolio.” She also described “electronic” portfolios as a container for created and intellectual effort. She also describes the structure and sequence for organizing the Portfolio.PDF as well as the Artifacts.PDF.
I found that by reviewing Dr. Barrett’s presentation on graphically organizing PDF files, I now possess a concrete understanding of how to lock-and-step prioritize the contents of an ePortfolio container.
I found that by reviewing Dr. Barrett’s presentation on graphically organizing PDF files, I now possess a concrete understanding of how to lock-and-step prioritize the contents of an ePortfolio container.
Thursday, June 26, 2008
Day 10, The Digital Portfolio: A Richer Picture of Student Performance
The Kentucky’s Reform Act initiative exemplifies the relationship between [social] tacit knowledge and the social dimensions of the change process. David Niguidula(1993) stated that the strategy of using portfolios is a [relatively] easy procedure that does not alter the school culture if the school culture is structured on nontraditional norms. At the same time, he acknowledges how difficult it must be to initiate the Digital Portfolio without the proper structures in place. Niguidula (p. 8) hypothesis that “The most important aspect in the adoption and adaption of a new technological tool is the receptivity of the school’s culture to the new innovation.” Schools that are willing to change will embrace the possibilities while those that do not will [turtle] trudge along in wee-steps. The implication of this new knowledge as it applies to my action research (AR) project is that I must also consider the impact of the tacit knowledge of my participants as they embrace new knowledge for change –as well as my own.
Tuesday, June 24, 2008
Day 9, Professional Porfolios & ePorfolios
The Professional Portfolio
The portfolio is a professional tool for collecting and sharing data/artifacts. According to Dr.Wolf of the University of Colorado, “Porfolios have much to offer the teaching profession.” In applying the professional portfolio to the education arena, Dr. Wolf suggests that the portfolio contain a combination of teaching artifacts (lesson plans, student work samples, parent newsletters, etc.) and written reflections. Teacher and professional development expert, Dora Dillon, compares a portfolio to a garden. “It takes planning and hard work, requires weeding out the unnecessary elements, and promotes positive feelings!” I agree with Ms. Dillon planning and hard work certainly play pivotal roles in the development of the portfolio. My district utilizes a similar idea (career ladder portfolios). It’s always a great feeling when the portfolio is complete and it can be shared during CLAI season for presentation.
ePortfolios: Constructing Meaning Across Time, Space and Curriculum (2006)
Carmean & Christie (2006) define the effective use of ePortfolios to be “a purposeful collection of student work that exhibits a learner’s efforts, progress in one or more areas (p. 5).” Furthermore, it provides a functional tool for selecting and presenting their achievements and records (p. 4). An ePorfolio can be “as simple as a collection of a student’s best work or as complex as an alternate assessment. The use of ePortfolios in education is a versatile, high utility, and progressive idea in public education. ePorfolios can be used to engage learners and encourage innovation. Daneilson an Abrutyn (1997) in Carmean & Christie (2006) identify a five-stage process of portfolio creation: conception, collection, selection, reflection, and connection. An emphasis on the production/creation of quality artifacts for increasing motivation and as an assessment instrument permeates ePorfolios: Constructing Meaning Across Time, Space, and Curriculum. Ultimately, the goal [in higher education] is to spur students to harvest, select, then reflect on their skills and academic development progressively while projecting their future goals and enhancing their self-efficacy in the larger context of collegial interaction and presentation.
The portfolio is a professional tool for collecting and sharing data/artifacts. According to Dr.Wolf of the University of Colorado, “Porfolios have much to offer the teaching profession.” In applying the professional portfolio to the education arena, Dr. Wolf suggests that the portfolio contain a combination of teaching artifacts (lesson plans, student work samples, parent newsletters, etc.) and written reflections. Teacher and professional development expert, Dora Dillon, compares a portfolio to a garden. “It takes planning and hard work, requires weeding out the unnecessary elements, and promotes positive feelings!” I agree with Ms. Dillon planning and hard work certainly play pivotal roles in the development of the portfolio. My district utilizes a similar idea (career ladder portfolios). It’s always a great feeling when the portfolio is complete and it can be shared during CLAI season for presentation.
ePortfolios: Constructing Meaning Across Time, Space and Curriculum (2006)
Carmean & Christie (2006) define the effective use of ePortfolios to be “a purposeful collection of student work that exhibits a learner’s efforts, progress in one or more areas (p. 5).” Furthermore, it provides a functional tool for selecting and presenting their achievements and records (p. 4). An ePorfolio can be “as simple as a collection of a student’s best work or as complex as an alternate assessment. The use of ePortfolios in education is a versatile, high utility, and progressive idea in public education. ePorfolios can be used to engage learners and encourage innovation. Daneilson an Abrutyn (1997) in Carmean & Christie (2006) identify a five-stage process of portfolio creation: conception, collection, selection, reflection, and connection. An emphasis on the production/creation of quality artifacts for increasing motivation and as an assessment instrument permeates ePorfolios: Constructing Meaning Across Time, Space, and Curriculum. Ultimately, the goal [in higher education] is to spur students to harvest, select, then reflect on their skills and academic development progressively while projecting their future goals and enhancing their self-efficacy in the larger context of collegial interaction and presentation.
Sunday, June 22, 2008
Day 8: More on Presentations
Preparation: The Key to a Relaxed, Effective Presentation
Every Girl and Boy Scout knows the motto: Be Prepared. The authors at Presenters University respond with a similar message. Preparation: The Key to a Relaxed, Effective Presentation The author (s) remind us to start from a positive position (Have you ever seen an unhappy Girl Scout?). The two realities that should guide every presenter’s philosophy: (1) The audience is waiting to see and hear you at your best and (2) The audience is in your presence because they want to listen and learn. Ultimately, they (your audience) want to be changed by what you have to communicate.
Getting Them on Your Side: Creating a Persuasive Presentation
The next step in delivering a persuasive presentation is determining how you will tailor your message to meet your objective. The authors at Presenters University identify two approaches to achieving your communication goal (s). The first approach, the deductive approach is authoritative in nature -meaning that you tell your audience what you “want them to do” and follow up with the rational for your topic/idea. The other approach, the inductive approach, requires that you present several arguments that lead your audience to your position or conclusion. The author of this text recommends that the deductive approach be the method of persuading as it is an “up-front” delivery approach that will give you a greater understanding of what your audience is feeling/thinking about your topic/idea. Remember always to keep the benefits of the changes you are proposing at the forefront of your communication so the perennial “What’s in it for me?” question is satiated early in your presentation.
Final Thoughts: Concluding Your Presentation Well
Often times the bulk of presentation’s energy is expended in the pre-planning, introduction, and the delivery of the content. The authors suggest that time be spent in planning a great conclusion as well. Telling your audience you are about to conclude offers a prelude signaling the end is near. These results (according to the author (s)) in a swelling of energy that reconnects you and your audience. A quick summary along with a reminder to act (on the information delivered) as well as a tail-end reinforcement of the benefits are excellent ways to polish your presentation.
Every Girl and Boy Scout knows the motto: Be Prepared. The authors at Presenters University respond with a similar message. Preparation: The Key to a Relaxed, Effective Presentation The author (s) remind us to start from a positive position (Have you ever seen an unhappy Girl Scout?). The two realities that should guide every presenter’s philosophy: (1) The audience is waiting to see and hear you at your best and (2) The audience is in your presence because they want to listen and learn. Ultimately, they (your audience) want to be changed by what you have to communicate.
Getting Them on Your Side: Creating a Persuasive Presentation
The next step in delivering a persuasive presentation is determining how you will tailor your message to meet your objective. The authors at Presenters University identify two approaches to achieving your communication goal (s). The first approach, the deductive approach is authoritative in nature -meaning that you tell your audience what you “want them to do” and follow up with the rational for your topic/idea. The other approach, the inductive approach, requires that you present several arguments that lead your audience to your position or conclusion. The author of this text recommends that the deductive approach be the method of persuading as it is an “up-front” delivery approach that will give you a greater understanding of what your audience is feeling/thinking about your topic/idea. Remember always to keep the benefits of the changes you are proposing at the forefront of your communication so the perennial “What’s in it for me?” question is satiated early in your presentation.
Final Thoughts: Concluding Your Presentation Well
Often times the bulk of presentation’s energy is expended in the pre-planning, introduction, and the delivery of the content. The authors suggest that time be spent in planning a great conclusion as well. Telling your audience you are about to conclude offers a prelude signaling the end is near. These results (according to the author (s)) in a swelling of energy that reconnects you and your audience. A quick summary along with a reminder to act (on the information delivered) as well as a tail-end reinforcement of the benefits are excellent ways to polish your presentation.
Friday, June 20, 2008
Day 7, 1001 Uses for a Digital Camera -The Casio Classroom
I especially found the School-wide Camera Activity to be student, teacher, and “principal” user-friendly. My school was assigned a new principal this year - he did a great in many ways, but especially in integrating his content area expertise, technology. He collected pictures throughout his first year and organized them into end-of-year (EOY) K-3 and 4-8 slide shows. The students loved seeing their academic year replayed with great music and sensational visuals during these grade specific events. This EOY gift left everyone smiling, including parents and teachers.
Day 6, Top 10 Tips for Great Pictures
Top 10 Tips for Great Pictures
The “10” were all wonderful recommendations for novice photographers such as myself. #2 Use a plain background, sounds so obvious but it’s easy to get caught up in the beauty of great scenery and the appeal of a busy backdrop. Kodak’s recommendation to “…force yourself to study the area surrounding your subject” is great advice. Not only can you avoid strange objects from emanating from your photo subject’s body parts (although this seems to be in informal photo vogue). Interestingly, you can apply this same principle to any and all action research projects you might find yourself leading. Getting familiar with all the “details” about your subject (s) and the area (setting of your study) is not only a good tip for great photography, it’s a great principle to follow in action research.
The “10” were all wonderful recommendations for novice photographers such as myself. #2 Use a plain background, sounds so obvious but it’s easy to get caught up in the beauty of great scenery and the appeal of a busy backdrop. Kodak’s recommendation to “…force yourself to study the area surrounding your subject” is great advice. Not only can you avoid strange objects from emanating from your photo subject’s body parts (although this seems to be in informal photo vogue). Interestingly, you can apply this same principle to any and all action research projects you might find yourself leading. Getting familiar with all the “details” about your subject (s) and the area (setting of your study) is not only a good tip for great photography, it’s a great principle to follow in action research.
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