This is arguable advice at best and I will explain why below.
The best presentation is the most persuasive, not the most dazzling. Select Powerful Images Much of the clip art commercially available to students is quite limited and limiting. We would expect them to use digital cameras and their own art whenever possible to deliver more punch and power to their presentations.
We would also expect that they honor copyright when employing images scanned from the press or downloaded from Web sites, teaching them that "fair use" may allow such use by students within classrooms for reports but would not be permitted if they were adults in the workplace and is not permitted on school Web sites.
Distill Words Slides are meant to share main ideas, phrases and key points. The student first expands upon these main ideas in an essay fully substantiated with evidence as mentioned earlier in this article.
The slide presentation is write a power function given points summary or abstract of this longer, more carefully elaborated piece of writing.
Slides should rarely offer more than a dozen words each. Students should prepare to speak concisely and effectively to a group about the ideas represented by the slides. They should not read the slides to the group. Honor Criteria Artists and those who write or speak for a living usually devote considerable energy and attention to design criteria.
Even if they violate design values, it is usually in some conscious manner to create a special effect. It is unlikely that most students will apply such design criteria to their own work unless the teacher takes the time to teach and demonstrate the criteria.
Here again, exemplars can be an effective way to illustrate the power of good design. Students will be most effective if they consider and address values such as the following: Harmony How well do the elements ideas, images, sounds, etc.
If not harmonious, does the lack of harmony help to create meaning, as with juxtaposition or cognitive disssonance? Is the discordance intentional and functional? Or is it jarring? Mere noise and static? Proportion Is the scale or relative importance of the elements in keeping with their importance?
Do big ideas appear in larger fonts than details? Is the size of the graphic appropriate in relationship to the words? Templates - because they allocate a certain amount of space for text and a certain amount of graphics - can sometimes skew the emphasis placed on one part of the slide.
Inserting images into predefined spaces tends to expand them to fill all available space. Students should decide how big these items should be in advance and should give them the space on the page their value warrants.
Balance Do the elements of the page stand together visually? Or do they seem likely to "fall down" or topple? Restraint Have various devices and special effects been used judiciously so as to contribute to meaning? Do choices of fonts and styles match intention?
Originality Do the slides, the design and the ideas show signs of personal style and inventiveness? Or do they suffer from same-old, same-old, template design?
Do the pages seem hastily constructed with a slap-dash, cut-and-paste approach? Or can we see a devotion to thoughtful, intentional design?
This list of design principles is meant as an illustration.Engaging math & science practice! Improve your skills with free problems in 'Writing Power Functions Given Two Points on the Line' and thousands of other practice lessons.
A power function is a function of the form: Its domain is the set of non-negative real numbers. Its codomain is also the set of non-negative real numbers. The relationship between the swinging time and the length of a pendulum is, for instance, given by a power function.
kcc1 Count to by ones and by tens. kcc2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). kcc3 Write numbers from 0 to Represent a number of objects with a written numeral (with 0 representing a count of no objects). kcc4a When counting objects, say the number .
kcc1 Count to by ones and by tens. kcc2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
kcc3 Write numbers from 0 to Represent a number of objects with a written numeral (with 0 representing a count of no objects). kcc4a When counting objects, say the number names in the standard order, pairing each object with one and only.
Find the Equation of a Line Given That You Know Two Points it Passes Through - powered by WebMath. You can put this solution on YOUR website! Write a power Function of the form y=ab^x whose graph passes through the given points: (4,3) (9,)You need to find a and b.