Dynamic NotesUsing Powerpoint

(especially)

to add value

Marcus BizonyBishops, Cape Town

OutlineA variety of examples showing added

impact

Why do we want to do this?

Some examples using Word more dynamically

Questions/Comments/Suggestions

Examples

• The following slides show some examples of things that can be achieved with animations (no use here of backgrounds, templates, slide transitions etc.,which can also dramatically add to your armoury of techniques)

• Some times you have to click to get the next action, but some just follow on from each other: so always pause a moment or two before clicking

what is the probability that these children are both boys?

Consider all the families which have two non-twin children:

We might argue in one of the following three ways:

1) the children either are both boys or are not both boys: two outcomes, one success, so prob =1/2

2) the children are either both boys, or both girls, or one of each

three outcomes, one success, so prob = 1/3

3) the children are either BG or GB or BB or GG

four outcomes, one success, so prob = 1/4

Remember that probability is defined by outcomes ofnumber

successes ofnumber

Tree diagrams can provide a safer way of counting outcomes

Boy

Boy

Girl

Girl

Boy

Girl

Tree diagrams

Girl

Boy

Boy

Girl

Boy

Girl

Terminology: where the words appear are nodes

linking one word to another are branches

a path is a sequence of branches from the beginning until there is nowhere to go.

PayloadBefore you prepare something computer-based, ask yourself:

What is the payload?How will this add value to what I do?

clearly

quickly

deeply broadly

lastingly

excitingly

How will this enable me to teach more…

There are three numbers that we often calculate from a group of values to try and get a feel for those values; each one is in its own way some sort of indication of the size of value that we are looking at :

MEAN MEDIAN MODE

MEDIAN:the median can only be found once all the values have been arranged in order of size. The median is then the value which is bang in the middle of that list.

3, 8, 7, 9, 5, 3, 6

The one in the middle is the MEDIAN

Amy 9 10 9 10 7 10 9 10 2 10

Ben 9 9 10 8 8 9 8 7 9 10

Rearranged in order of size

3, 3, 5, 6, 7, 8, 9

DOs and DON’TsDO look for opportunities to use technologyDON’T see it as only for extensionDO make the commitmentDON’T expect too much from yourselvesDON’T sacrifice drill etc. DO try to do things differentlyDO make every effort to think ‘out of the box’DON’T make a fetish of itDO tap into the wow!DON’T sacrifice your real objectivesDO commit to making all tests/exams/worksheets electronicallyDON’T be disheartened if that seems hard at the beginningDO set up a good central folder structure and DO expect all staff to use it for tests, worksheets, exams, marks, ideasDO see all this as Work-In-Progress; some things will work, others will notDON’T feel ashamed or awkward if other departments seem to be getting more advantageDO relish the rejuvenating effects of a whole new set of tools.DO make excitement at being involved a criterion when selecting new staff

All in one list

DOs and DON’TsDO look for opportunities to use technologyDON’T see it as only for extensionDO make the commitmentDON’T expect too much from yourselvesDON’T sacrifice drill etc. DO try to do things differentlyDO make every effort to think ‘out of the box’DON’T make a fetish of itDO tap into the wow!DON’T sacrifice your real objectivesDO commit to making all tests/exams/worksheets electronicallyDON’T be disheartened if that seems hard at the beginningDO set up a good central folder structure and DO expect all staff to use it for tests, worksheets, exams, marks, ideasDO see all this as Work-In-Progress; some things will work, others will notDON’T feel ashamed or awkward if other departments seem to be getting more advantageDO relish the rejuvenating effects of a whole new set of tools.DO make excitement at being involved a criterion when selecting new staff

In pairs

DOs and DON’Ts

• DO look for opportunities to use technology

• DO make the commitment• DO try to do things differently• DO make every effort to think ‘out of

the box’• DO tap into the wow!• DO commit to making all

tests/exams/worksheets electronically

• DO set up a good central folder structure, and

• DO expect all staff to use it for tests, worksheets, exams, marks, ideas

• DO see all this as Work-In-Progress; some things will work, others will not

• DO relish the rejuvenating effects of a whole new set of tools.

• DO make excitement at being involved a criterion when selecting new staff

• DON’T see it as only for extension

• DON’T sacrifice drill etc. • DON’T make a fetish of it

• DON’T sacrifice your real objectives

• DON’T be disheartened if that seems hard at the beginning

• DON’T feel ashamed or awkward if other departments seem to be getting more advantage

Side by side

Pigeon-Hole Principle

If there are n objects to be placed in m pigeon-holes, where m < n, then there must be at least one pigeon-hole that receives more than one object

E.g. 8 things (n = 8), 7 pigeon-holes (m = 7) so more things than places

8 ??

1 2 3 4 5 6 7

Monty Hall shows you three doors: behind one of them is a car, but behind each of the others is a goat. You get to keep what you choose.

So you nominate a door, let’s say No. 1.

Then Monty opens one of the other doors, and shows there is a goat there.

Now he asks you if you want to change your choice of door.Should you?

Your Choice

Area of a trapezium is

a

b

h

Average of parallel sidesX

Perp distance between them

hba

.2

x

y

etc.

n intervals each of width h

y0 y1 y2 y3 y4 yn – 1 yn

We see the area is roughly

)( 1021 yyh )( 212

1 yyh )( 3221 yyh ..... )( 12

1nn yyh

nn yyyyyyyyh 132211021 ......

)...(2)( 1321021

nn yyyyyyh

Compare and contrast the following two slides

Both print out looking identical

Lens

Retina

Iris Optic Nerve

Cornea

Cornea The clear covering of the eye.  If the cornea is mis-shaped, it may lead to vision trouble.

Iris The colored opening in the eye.  The iris' job is to open or close to adjust the amount of light that actually enters the eye. 

LensThe lens is actually soft in the middle (like a bag of water) so that the muscles around it can adjust its shape and focus.

RetinaThe projection screen at the back of the eye.  If the image gets focused here, vision is good.

Optic NerveThe nerve that carries the signal from the retina to the brain.   

Lens

Retina

Iris Optic Nerve

Cornea

Cornea The clear covering of the eye.  If the cornea is mis-shaped, it may lead to vision trouble.

Iris The colored opening in the eye.  The iris' job is to open or close to adjust the amount of light that actually enters the eye. 

LensThe lens is actually soft in the middle (like a bag of water) so that the muscles around it can adjust its shape and focus.

RetinaThe projection screen at the back of the eye.  If the image gets focused here, vision is good.

Optic NerveThe nerve that carries the signal from the retina to the brain.   

You can embed things in PowerPoint…

…even tests!

• Press Esc and then double-click the icon to get a chance to test yourself.

When you have finished, click the

Close & Return to … command which

is just under File in the Menu Bar.

Then resume the Slide Show by pressing Shift-f5

TestYourself

Meteor exploding far away (6)

Six-letter word Shuffle-signal Meaning of answer

ME

TE

O

R

Consider the letters of this word

Use them in a different order to make another

word

CROSSWORD CLUES

Wrongly abets a brutal man (5)

Clue-type signal

5 letters

T

E

A

B S

B E A S T

Not in, so loud call causes uproar (6)

Clue-type signal

First word Second word Meaning of answer

O U T C R Y OUTCRY+ =

Peak

Depression

Rec

over

y

B to C: Ending of boom or peak phase.Start of downswing phase i.e. general decrease in economic activity.People start to realise that prosperity cannot last indefinitely.Businesses and households begin to provide for bad times by producing and buying less.Repay larger part of their loans.Start of recession phase.

C to D: Further deepening of downswing phase. (Also known as the depression phase.)Spending of all sectors in economy decreases drastically.Consists mainly of expenditure on consumer goods. °Lead to decline in profits (owing to inflation and overproduction).Decline in production and increase in unemployment.At the trough, the economy is at its worst.Households and businesses begin to realise that a recovery phase must set in.Start to produce and buy increasingly more.Triggering of the recovery phase.

D to E: Also known as the recovery phase.Starts with sales rising because of increased demand.The result is an increase in production followed by an increase in employment.When there is an increase in income and profits, prices will begin to rise.Leads to inflation.When the peak of the business cycle is reached, inflation can become endemic.Interest rates are high and expenditure is great.

Compare this one-pager with the ‘slower’

explanation on the following slides

Ending of boom or peak phase.Start of downswing phase i.e. general decrease in economic activity.People start to realise that prosperity cannot last indefinitely.Businesses and households begin to provide for bad times by producing and buying less.Repay larger part of their loans.Start of recession phase.

Further deepening of downswing phase. (Also known as the depression phase.)Spending of all sectors in economy decreases drastically.Consists mainly of expenditure on consumer goods. °Lead to decline in profits (owing to inflation and overproduction).Decline in production and increase in unemployment.At the trough, the economy is at its worst.Households and businesses begin to realise that a recovery phase must set in.Start to produce and buy increasingly more.Triggering of the recovery phase.

Also known as the recovery phase.Starts with sales rising because of increased demand.The result is an increase in production followed by an increase in employment.When there is an increase in income and profits, prices will begin to rise.Leads to inflation.When the peak of the business cycle is reached, inflation can become endemic.Interest rates are high and expenditure is great.

P

eak

Depression

Rec

over

y

The trend – it is the long-term movement or pattern on the graph. It is the general direction in which the graph is moving and it must be looked at over a long period of time. On the diagram 4.2 there is a trend line drawn in to show you the basic trend of this business cycle.

The cycles – these are the fluctuations around the trend line and show the increase and decrease in economic activity over a shorter period of time.

The seasonal changes – if you are looking at sales of consumer goods over a period of a year, you may see that at certain times of the year the sales are much higher than others e.g. swimming costumes in summer and jackets in winter.

The random variations – when looking at data, you may notice an odd increase or decrease over a short period of time. These are due to the unpredicted events like a strike or a sudden drought which affect could affect production or consumption.

Another one-pager

The trend – it is the long-term movement or pattern on the graph. It is the general direction in which the graph is moving and it must be looked at over a long period of time. On the diagram 4.2 there is a trend line drawn in to show you the basic trend of this business cycle.

The cycles – these are the fluctuations around the trend line and show the increase and decrease in economic activity over a shorter period of time.

The seasonal changes – if you are looking at sales of consumer goods over a period of a year, you may see that at certain times of the year the sales are much higher than others e.g. swimming costumes in summer and jackets in winter.

The random variations – when looking at data, you may notice an odd increase or decrease over a short period of time. These are due to the unpredicted events like a strike or a sudden drought which affect could affect production or consumption.

But this approach assists focus

The trend – it is the long-term movement or pattern on the graph. It is the general direction in which the graph is moving and it must be looked at over a long period of time. On the diagram 4.2 there is a trend line drawn in to show you the basic trend of this business cycle.

The cycles – these are the fluctuations around the trend line and show the increase and decrease in economic activity over a shorter period of time.

The seasonal changes – if you are looking at sales of consumer goods over a period of a year, you may see that at certain times of the year the sales are much higher than others e.g. swimming costumes in summer and jackets in winter.

The random variations – when looking at data, you may notice an odd increase or decrease over a short period of time. These are due to the unpredicted events like a strike or a sudden drought which affect could affect production or consumption.

The trend – it is the long-term movement or pattern on the graph. It is the general direction in which the graph is moving and it must be looked at over a long period of time. On the diagram 4.2 there is a trend line drawn in to show you the basic trend of this business cycle.

The cycles – these are the fluctuations around the trend line and show the increase and decrease in economic activity over a shorter period of time.

The seasonal changes – if you are looking at sales of consumer goods over a period of a year, you may see that at certain times of the year the sales are much higher than others e.g. swimming costumes in summer and jackets in winter.

The random variations – when looking at data, you may notice an odd increase or decrease over a short period of time. These are due to the unpredicted events like a strike or a sudden drought which affect could affect production or consumption.

The trend – it is the long-term movement or pattern on the graph. It is the general direction in which the graph is moving and it must be looked at over a long period of time. On the diagram 4.2 there is a trend line drawn in to show you the basic trend of this business cycle.

The cycles – these are the fluctuations around the trend line and show the increase and decrease in economic activity over a shorter period of time.

The seasonal changes – if you are looking at sales of consumer goods over a period of a year, you may see that at certain times of the year the sales are much higher than others e.g. swimming costumes in summer and jackets in winter.

The random variations – when looking at data, you may notice an odd increase or decrease over a short period of time. These are due to the unpredicted events like a strike or a sudden drought which affect could affect production or consumption.

Power /’paּטә(r)/ noun, verb nounCONTROL 1 [U] ~ (over sb/sth) | ~ (to do sth)

the ability to control people or things:

The aim is to give people more power over their own lives He has the power to stop us

2 [U] political control of a country or an area ….

……….ABILITY 3

The word you looked up pronunciation

First part of speech

Possible parts of speech

THEME

MEANING

EXAMPLES OF USE

Reading a Dictionary

Was there a figure here?

Peter

John

JesusPhilip

Matthew

Judas

Or is it Mary?

Powerpoint presentations can contain links to themselves, e.g. for things that you want to keep out of the way of the main ’story’, like vocab lists, formulae sheets, or e.g.

TEST YOURSELF

Solve for x in the following:1. 3x – 10 = 112. 4(10 – x) = 1 + x3. 5x – 11 = 2x + 10Etc

Click here to check your answers

Why do we use so much paper?

E-notes– are easier to file/find– cost nothing– can easily be replaced, updated, improved, added to– space, or number of pages, is not an issue

They can also have a great deal of added value

Added Value• Colour• Eye-catching layout• Built-in pauses for

- emphasis - comprehension

- self-testing• Animation adds to the fun, but more

importantly, helps makes points clearer

Added Value• Easy to have as much ancillary stuff or

appendices as you want

• And you probably still have traditional notes to print out

• It’s like making a web-site but easier, more flexible and more lively – and it doesn’t have all the other distracting stuff

When we write notes on a board, we don’t them:

we pause, gesture,

colour in, interrogate,

emphasize, draw links

We wish they were neater!

We wish we could store the result

We wish they were dynamic

When animating, try to recreate what you do in class:

type

We expect the kids to copy all or at least some of what we put up, BUT ….

Kids copy at different speeds – sometimes they don’t get it all down

They all copy different things! Either different from each other, or different from what you had

What they didn’t get, they lose out on (or have to get from someone else)

Much better that they have access to the notes you intended, all the time and in a format that is easy for them to handle, and enjoyable for them to access.

And, of course, the more lively it is, the more they will want to look at it, and the more of it they will remember.

With e-Notes,

You can adjust your notes, add to them as you find more stuff, improve them as weaknesses become clear… and kids can get the new version without fuss

The notes are available for kids who were not in class or who need catch-up

There is no chance of a child losing notes – (s)he can always re-load them

If you really want a print out, you will often get very much the same on paper as on screen

What have teachers said?

• It takes so much time to make these!

• But what you end up with is so much more versatile, and so much better

• Anyway, it’s your duty to put the time in when it can make a difference

• And it’s fun!

What have teachers said?

• Kids can’t read stuff off the screen!

• What?!! Not even Facebook or the intranet?!!

What have teachers said?

• Parents think their child has no notes!

• Time for them to grow into the digital age

• Children don’t see their parents having sex so they think it doesn’t happen?

What have teachers said?

• If the computer breaks down the child has no notes left!

• And if (s)he loses textbook?

• If a car breaks down the child cannot get to school – so must they be told to walk to school every day?

What have teachers said?

• Children get so used to visuals that they forget how to read ordinary text!

• So ban videos and insist on audio texts for everything!

What have teachers said?

• Making notes is good for the children!

• Only if they make good notes!

• Let them spend the time on constructive exercises that foster understanding rather than on mere ‘colouring in’

Sustainability Issues• We talk about

conserving materials

and saving energy:

schools must walk that

talk if kids are to hear it

• Saving money is a

Good Thing!

• Paper is expensive and uses trees

• Waste (paper) is a growing problem

• Photocopying is expensive and uses energy

Word documents can be enlivened too

They can actually contain much more than seems evident

La Traviata Hamlet

END

Answer to equations

1. x = 72. x = 39/53. x = 7

Click here to RETURN