Assignment:

Develop a PowerPoint presentation for a lecture, OR create your own polleverywhere (pollev.com) poll. Please also submit a mini lesson plan, including 1-2 paragraphs describing how you would implement the PowerPoint or poll in your classroom.

Note:

You can do this assignment on a completely new lesson or you can revise a previous lesson plan. If you revise an old lesson plan, please remember that you will learn more by challenging yourself to reflect and substantially improve that lesson.


Post to our website by Tuesday, August 21.

To Post Your Assignments Please:

  1. Make sure you are a MEMBER of the wiki first. Join the wiki by clicking 'Join Now' at the very top of this page. You will need to confirm your e-mail and receive a confirmation from us.
  2. Make sure to save your assignment as yourlastname.workshop1 (or workshop2 or workshop3 depending on which workshop).
  3. Click on the edit button at the top of this page.
  4. Type your name.
  5. Type the title of your assignment.
  6. Click on the "File" button on the tool bar above. Click on the "Upload" button. Select your file to upload.
  7. Double-click on your uploaded file.
  8. Click "Save" on the top tool bar.

To Comment on Assignments Please:

  1. Please comply to the basic guidelines of courtesy for providing feedback: write in complete sentences, be constructive without being overly critical or harsh, be sure to give both positive feedback and suggestions for improvement, and be detailed.
  2. Click on the edit button at the top of this page.
  3. Type your name below the posted assignment.
  4. Type your comments.
  5. Press "Save" on the top tool bar.

If you have any issues you can email your assignment to tac@ucdavis.edu and we will post it on the discussion board for you.


Uncommented Assignments (Please respond to these assignments first)


Amanda Lewis, "Intro to Cultural Adjustment"

Links to polls:
1) http://www.polleverywhere.com/multiple_choice_polls/LTE4NTk2MDIzNTQ
2) http://www.polleverywhere.com/free_text_polls/LTQ2MzM2MzgwOA

This goes out to all those who "love" clickers! I had to try making one since this is new to me. These two polls are for a class for first-year and transfer international students on American Cultural Values and the University Experience. The polls would be used during an introduction to cultural adjustment at the beginning of the quarter. By participating in these polls, the students will be able to see that they are not alone in their experiences of adjusting to the US and going through culture shock. The first poll is multiple choice on what they will miss the most about their home country (I kept the option "other" for students who are more creative than I am in what they miss most--am I forgetting anything important?). The second poll, on what they are most excited about, can also be used as a spring-board for discussion, reminding students that while the cultural adjustment process can be difficult, there are positive reasons for why they chose to study in the United States. From the discussions relating to these polls, we can move on to building an interactive time-line of the first year overseas (at Davis) in terms of emotional highs and lows that they may experience. They can see that they will share many of these ups and downs, thus normalizing their experience and giving them support for the upcoming year. Resources that are available for their adjustment process could be shown via a Power Point and handout. (These resources will be a focus of the whole quarter.) I welcome any feedback!



J Weil, "Pericardium and Heart"


PLEASE NOTE: There are real anatomical photos included in my PowerPoint presentation. In particular, they include photographs of a human heart in situ and a photograph of an isolated heart, associated vessels, and lungs. In both cases, only the heart and surrounding organs and tissues are visible.

This PowerPoint presentation is intended to be used during a 50-minute lecture in an undergraduate human gross anatomy course. This particular lecture on the pericardium and heart would occur approximately halfway through the quarter during the thoracic anatomy section of the course. Additionally, it is intended to introduce the students to external and internal heart anatomy, while important clinical correlations would be covered in subsequent lectures. The students would be provided with a comprehensive course syllabus in an outline format, which would include all of the anatomical information they are expected to know for the course, as well as helpful pictures and diagrams to visually represent the material. Because of the comprehensive nature of the syllabus, these PowerPoint slides would not be provided to the students, and instead would function as an additional visual representation of the anatomical information, as well as functioning as an incentive for the students to attend lecture.

Many thanks to Dr. Douglas Gross, M.D., Ph.D., whose UC Davis human gross anatomy course (CHA101) and lecture syllabus helped inspire this PowerPoint presentation and this student’s love of anatomy.




George Vela: "PP for Hemingway's 'A Clean Well-Lighted Place'"

This is my PP for teaching Earnest Hemingway’s short story “A Clean Well-Lighted Place.” The story on the surface may seem plane and devoid of complexity; however, this is not the case. I have also tried to make my PP plane and simple, as well. I begin the PP with a picture of the author. This I hope will help the students connect on a personal level with the writer of the text. I hope the students will see that Hemingway is not just another dead white guy they are forced to read in school. I am toying with the idea of putting in a few other pictures of Hemingway and even showing one of the Dos Equis beer commercials that tell of “the most interesting man in the world.” I will give biographical info and historical context of the story while displaying Hemingway’s portrait.

The other images I use are meant to give students visual representations of setting and character. I tried to keep words on the PPs to a minimum. I plan to have the PP up while I lecture from notes and have students follow passages in their own textbooks. I do have a passage or two set up as PP slides. By no means are these the only two passages we will study in-depth; however, they these passages are important and may serve as models as to how we will close read other passages in the text. My hope is that students will pay as much attention to the text itself and my lecture as they do to the PP.



Julian Jones, "La Famille"


This French lesson is meant to span an hour and forty minutes and revolves around 1) the family and 2) character descriptions. I first review vocabulary that they are supposed to be familiar with through their assigned reading and go on to introduce a few other useful vocabulary words and expressions. I have them read my family protrait before splitting them up into groups of two or three to complete my family tree and then have them complete their partner's tree using simple questions learned in the preceding lessons. We then quickly go over the pronunciation of the vowels /a/, /i/ and /u/ before introducing possesive adjectives and having the students complete more oral exercises. I continue the lesson by introducing adjectives and their agreement with the nouns they describe. I finish the lesson with exercises done as a class and in small groups of two.


ChiaWei Lin, "Minimalism in Music"


This is a powerpoint for a lecture of music history in the 20th century. The 50-min lecture focuses on the concept of minimalism in music and its representative composers/musicians. The first half of the lecture addresses the definition of minimalism, its origin, and various approaches to reach this artistic ideology, along with its application in diverse musical fields. Through illustrating the concept of minimalism and armed with the specific minimalistic pieces, the first half of lecture intends to offer students a general idea of this artistic movement. The second half of lecture focuses on the minimalistic opera "Nixon in China" by John Adams, investigating how the concept of minimalism has been embodied and transformed in the opera. In addition to the musical perspective, the receptive and political perspectives are also discussed. The ppt design attempts to deliver the information concerning minimalism. In order to contrast the colorfulness of opera DVD, the ppt is intentionally designed to be as simple (boring) as possible.


Maria C. Gonzalez, "Basic Electrical design"

This is a PowerPoint presentation to be used for high school student in a summer engineering camp. The electrical design guidelines are to be used in a transportation design project that comprises civil and electrical work. The students are introduced to the electrical systems in a previous class but the actual design of the electrical plan and some basic calculations to determine the proper conductor size and conduit is addressed in this presentation. This info is to be used later in the day in a group. Before the calculations, the group need to determine which electrical systems are needed and why in the project. After this decision is made, the students should do the calculations using the formulas provided.

Eduardo Gutierrez, "Soil and Rhizosphere Microbiology"

This is a PPT for a 50m lecture on soil microbiology. The information presented in the PPT is a combination of several text books and other relevant information trying to introduce students with very little background in this topic to basic principles that in future classes will be used to understand more complex scenarios.




Summer Session 2 Assignments


Michael Collins, "World War I"



As a historian that has taught about modern European and world civilizations, I have found a great amount of vivid imagery to complement lectures, but I have occasionally needed to cut down on the number of images I put into a Power Point. Some of them would have been unnecessary unless they pointed toward concepts of central significance. In this case, the lecture this PPT illustrates encompasses three narratives – the causes of the First World War, the battles and weapons, and the impact on the home front, so the group of images highlights how politics and technology shaped the conflict, and the human costs of a modern war.

I kept the presentation simple and the captions to the images brief because I can post a document to Smart Site if I want students to read more deeply into a particular issue. They will probably write down the captions, regardless of their brevity. I meant the slides to draw the attention of students to small-scale and large-scale relationships that would have taken much more time to explain without maps, photographs, and diagrams – so it helps their comprehension and saves me time. I wanted the time saved from lecture to be used for discussion on the weekly reading, eyewitness accounts that related to at least a third of the images. Please note that the two uploaded PPTs belong to the same lecture (they would exceed the maximum download size for this site if they were combined).

Christine Tao--
I really appreciate the clean design of your presentation. I'm a big advocate for slides with large images and minimal text. Slides that have these qualities really increase student engagement in lecture. Instead of trying to copy down all of the text on the slide, students are listening to the lecturer. And in turn students have to parse the information and critically think about how they are going to transfer what is being visually and orally presented into their notes.

Also, I applaud your use of white text on a black background and large images and type. Your slides are a good example of information design 101. One suggestion: on Slide 1, I would left justify the text. Centered text is often harder to read than text aligned left because it has no consistent starting or ending point.



Nhi Chung, "Fertilization"


This lesson for a 50 minutes class in Reproduction course. The introduction about the important of reproduction is discuss. The question is for the students to think and present their answer. Next, I'm gonna introduce male, female reproductive properties and then the fertilization process. Finally, the short animated video about the fertilization process will be reviewed. Questions are encouraged to ask during the lesson. The class will be ended with the reminder about the small quiz on the next class.

Response from Susan Bush -
Hi Nhi! This is not an easy topic to talk to students about, so I applaud you! It seems like your focus is on human reproduction, rather than plant or comparative reproduction. I wonder then if the question you want your students to discuss should cover only sexual reproduction - "why is sexual reproduction important?". That brings a more specific focus, and might help them have a discussion that's more relevant to your topic. I thought you did a good job walking clearly through the gametes and the hormones of sperm and oocytes -- the only thing I noticed there is, it's a challenge to see all the detail of the female hormone cycle (which you might talk more about, since the next slide has to do with moving through the fallopian tubes/uterus). Will the students have access to larger versions of these images??
The last thing I wonder is, regardless of whether this is for a lecture or for a discussion section, will the students have read about fertilization before the class? I would expect them to have done so. Is there anything, then, that might be sort of a review for them? For me, the hormone interactions (two cell types in males, multiple interacting hormones in females) are the most complex part -- depending on the course goals, it might be a better use of your time and theirs to discuss the challenging concepts in more detail. They can probably get the sperm+egg-->zygote and developmental timeline information from the book or online.
Good luck, Nhi! I hope your fertilization class goes well!





Summer Session 1 Assignments



Christopher Buckels, "The Mind-Body Problem."

note: the numbers in parentheses next to slide titles are page references (to the text book) for quotes on those slides. The presentation should take about an hour in class.

This presentation occurs fairly late in the course of an Introduction to Philosophy class. We would have covered Ethics and Epistemology, and we would now be focusing on Metaphysics. This particular presentation is on the Mind-Brain Problem: do we have minds in addition to brains? Or are they the same things? If we have minds, what are they?
I would give this presentation in the second half of a two hour class. We would use the first hour to discuss the previous day’s lecture. The students would have skimmed the required reading for the Mind-Brain Problem. After I lecture on it, they will read the material again, devoting more time to it. They would take notes, write up questions, and reflect on it. They’ll bring questions or a reflection to class the next day, and we’ll spend the first hour in discussion (with perhaps some reference to this presentation, if necessary. For the most part the discussion will be without PowerPoint slides).

ChiaWei Lin--
I enjoy a lot by learning from this powerpoint. The body-mind problem is well- thought and -organized and is presented from various viewpoints and schools. I particularly like the inclusion of the review in the beginning and the assignments in the end. This provides students a clear idea of what they need to prepare for next class and a chance to refresh what they recently learned. The only suggestion I have for this ppt is about the background-text color. I found the white text on the dark background quite difficult to read, specifically when each statement requires some time to process and argue. Perhaps the conventional dark text with the light background would provide a more comfortable reading environment.


Kaveh Zamani, "Conditional Probability, Total Probability Rule"

Rebecca Osakwe
Comments: I like the use of different colors to highlight important terms. I also think you have the right amount of material on each slide, and the font size is good. There is some inconsistency with the use of check-boxes vs. bullet points, and you've forgotten to put a period at the end of some sentences. In example 2, you use the terms "abdominal obesity, slim, and fat" to refer to event B and B'. This might be a little confusing to students. It might be better to say " have abdominal obesity, don't have abdominal obesity".


Addison Ford, "Life's informational polymers"


The presentation is supposed to last roughly 8 to 10 minutes. It is supposed to provide a quick overview of what has been presented in lecture that is relevant to the discussion activity we will be doing that day (building nucleotides and amino acids monomers in a group with model kits and eventually creating large polymers of nucleic acids and polypeptides with other groups). It is largely composed of images that I use clarify concepts and to pose questions to students to make sure that they are understanding a concept. As a side note I would really like to incorporate using PollEV or clickers in the future with this and other powerpoints I do. This would provide me with unfiltered feedback from all students and give me a much better idea of where the majority of the class is in understanding a concept.

Kaveh Zamani: 1) Slide number 2) Use some color 3) Slides are not dense and wordy (it is a plus) 4) Use a consistent font size for header and context everywhere 5) Some of the figures hit the margin


Danielle Joesten, "Personal versus Collective Responsibility in Congress"

The attached PowerPoint presentation is for POL 1, Introduction to American Politics. The citations in the presentation refer to articles in their textbook (the textbook is a compilation of articles and book chapters). The presentation should take approximately 30-35 minutes. Then we watch a short clip of a Senator’s speech (the link to the clip is embedded in the presentation). After watching the clip, there are 4 questions each student needs to answer in class. They turn in their answers at the end of class (this is how I take attendance) – the ‘quiz’ is for credit or no credit because I provide the answers during the presentation so that we can discuss the answers in class. Watching the clip, then answering and discussing the questions should take approximately 15 to 20 minutes. Within the presentation there are references to Madison and Madison’s Republic, which are references to material we covered earlier in the quarter. Finally, this presentation is titled “Part 1” because this section is followed by a section titled “Part 2” that discusses the other end of the spectrum of Congress.

Hallenbrook: I like your presentation overall. Slides 2 through 7 in particular are really good for giving the students an idea of where things fit and the main points while still having a sufficiently small amount of information to force the students to pay attention to you and not the slides. - although slide 7 might be a bullet or two too long. On your two "spectrum" slides, I think you run the risk of the information being a bit too crowded. I think it is probably okay as is, but I definitely wouldn't recommend adding any more elements to those two slides.

Ángel Ruiz Blanco
Overall I think that the power point presentation is very good and would be helpful for the students. I believe that the 30-35 minutes estimated for the presentation are enough for the students to assimilate the information. I also like how the information is presented using a combination of bulleted slides, spectrum slides, Q & A, and the video clip. I would suggest to make the background picture on the title slide a watermark so it is easier to read. Good job!

David Dennen, "American Music in the 20th Century"

This is a powerpoint for a lecture on American music (saved here as a pdf). It is largely informational since I am trying to cover some things not in the textbook, but I also expect to discuss questions with the class such as what "American classical music" might mean, what microtonality or polytonality might be, and so on. A couple of video clips are shown for students to react to and of course audio recordings of the pieces covered are played, with exercises to help them learn the themes and forms of the pieces. The lecture should take about one and a half hours (30 minutes per composer). The design still seems a little boring to me -- I've tried to use colors occasionally to emphasize key terms, but I'm also hoping to find some other visual aids.

Addison Ford
Really simple uncluttered slides. Bullet points were short and concise and seem like something you would be able to elaborate nicely on in lecture. Nice use of photos to enhance your slides. The only thing I was a little confused about was why some of the words were highlighted in different colors throughout the presentation (are they a hyperlink?). I think seeing it presented in class it would not be so noticeable or distracting but because I was able to see the entire power point at once I was a little thrown off by it.

COMMENTS on "American Music in the 20th Century." Posted by Gregg LaGambina
I am still skeptical about PowerPoint presentations, so I thought I'd take a look at yours because it would make sense that you would want to include music and visuals and performance videos in your lecture and that PowerPoint might be helpful in allowing you to do this in an engaging and seamless way. I like your use of photos, I think "seeing" the music would be especially helpful to students of music... It appears you have YouTube links for examples of "multilayering" and "microtonality" that I imagine would be extremely valuable to have up on a screen and at-the-ready during a lecture. I still feel that most PowerPoint presentations I've been exposed to have been largely unnecessary, mostly a distraction. I've assisted teaching both film and literature courses and am interested in seeing how PowerPoint can be integrated as a way to show film clips or even readings from authors, or film excerpts that relate to the literature we might be reading--when it is multi-media, I "get" PowerPoint; when it is just a computerized blackboard, I don't get it. I think in your field you are doing something necessary here. As for the design, who cares, really. It looks professionally, it is organized, and if it helps you access music and links more quickly than if you did not use PowerPoint, then you're already using it more intelligently than most. I am encouraged by seeing your work here. Thanks!







Luis Bustamante, "Detection of Soft Errors"

This is a powerpoint presentation for a 15-minute discussion on soft errors that causes faults on computer systems. It starts by describing the definition and origins of "soft errors". It then talks on software technique used for detection. The presentation tries to get to the point in a concise way and just provides simple basic information. It also provides basic hardware diagram without many details to make the point clearer.

Maryam Tamizifar: I liked how you used schematic pictures and diagrams. Numbering the slides, giving references for the pictures, using different Fonts (Bold, colored, underline, etc) to highlight important concepts and making it more attractive to read, could improve your slides. Maybe adding brief notes aside each diagrams could help the students to remember the lecture materials after the class.


Ángel Ruiz Blanco, "The Possessives"

This is a PowerPoint presentation for a lecture on the Spanish grammar point: the possessives. This presentation would be written in Spanish but I thought that it would be easier to critique for the purposes of this class if it was written in English. Most of the information was extracted from several grammar textbooks with a focus on breaking down the explanations into their basic components. The power point presentation would take approximately 30-35 minutes and as I present each point, students will have the opportunity to ask questions and give their own examples to check understanding. Since this presentation refers to a grammar concept, pictures, colors and other features were not necessary. The presentation looks for clarity and organization of ideas.

Luis Bustamante: I think this would be a good overview of the different forms of possessives. Maybe I am a little biased, as I am fluent in Spanish. I however can see that there is a lot of information for a 35-minute presentation as Spanish possessive forms because it has many variations depending on the context. As an introduction it looks good, but I imagine that it will probably be followed by more details in subsequent lectures. Good job!


Maryam Tamizifar, "Introduction to Textiles"

This PPT presentation is for the first lecture class on "Textile Science" course. At the beginning of the class I would ask simple questions on basic concepts of the course to get a clue about the level of knowledge of students. I would ask students about their majors too and afterwards the main lecture begins based on the PPT slides which is mainly extracted from their textbook. If the basic knowledge of the class is good enough I would move on faster with the introduction slides and if I have time at the end I will begin talking about their Lab sessions and do the first part of the experiments.

Comments from Maria C. Gonzalez
I did not know anything about this topic which may be the case for many students that take this introductory class. I found the presentation very informative and with a lot of "data". The presentation also has a lot images to convey the description of the characteristic of a given fiber, which is very helpful. Without these images and without a previous knowledge of the topic or terminology, I may have been lost at what it means.
The data presented in each slide is adequate and the size of the text is clear and well organized. It feels colorful and well balanced.