PowerPoint Presentation Technology in Education

Discussing text types and purposes

• Discussing text types and purposes
• Create charts to identify pros and cons of an argument (N)
• Use strings of sentences to state an opinion (I)
• Use paragraphs to analyze products of a culture (A)
• Producing and distributing writing via a wide range of media
• Use of print and digital tools
• Demonstrate awareness of errors and self correcting skills

• Range of writing
• Write using a limited range of vocabulary (N)
• Write emails or short messages and work collaboratively (I)
• Demonstrate control of extended vocab. and idiomatic expressions and present ideas of global significance (A)
• Research to build and present knowledge
• Explain practices, products or issues using 2 credible sources (N)
• Explore global issues and evaluate credibility of sources (I)
• Approach and handle text intended for native speakers and weigh relevat evidence across cultures (A)

Learning about comprehension and collaboration

• Learning about comprehension and collaboration
• Use basic statements to maintain conversation around family, school events, celebrations – keep it simple! (N)
• Compare and contrast to express preferences and opinions, ask questions and initiate conversation. Encourage students to propose solutions to common real life problems. (I)
• Exchange, support and discuss opinions on global issues and historical themes (A)
• Presentation of knowledge and ideas
• Present with a variety of digital media, visual displays short messages and familiar reports (N)
• Develop presentations on academic or cultural topics (I)
• Present a synthesis of research on current events with the audience in mind

• What Are DOK Levels?
• The DOK level describes the kind of thinking involved in the task.
• Level 1 involves recall and the response is automatic.
• Level 2 activities are more complex and require students to engage in mental processing and reasoning beyond a habitual response.
• Level 3 activities necessitate higher cognitive demands than the previous two levels. Typically, Level 3 activities have more than one correct response or approach to the problem.
• Level 4 includes those tasks in which students must demonstrate reasoning, planning, and developing connections within and beyond a content area.

• Name several activities that young people enjoy doing after school and during school
• Describe the differences between the school activities and the activities that can happen after school
• Critique, compare, and contrast texts that reflect these topics from 2 different cultures
• Select a francophone culture and create a presentation in which you address an audience in the United States. As a young member of that francophone culture you will talk about activities that you may do in that community by making frequent references to the current cultural, political and economic context of that culture.

• Original Terms New Terms

• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge

• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering

• (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)