Grade 10 - Presentation

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

create multimedia documents using a variety of electronic sources
demonstrate the ability to use special effects in multimedia presentations to influence a message
apply ethical and legal principles when presenting information
evaluate the effectiveness of the component parts of multimedia presentations
demonstrate the ability to manage the process of creating multimedia presentations

To view the prescribed learning outcomes for Presentation in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Being able to inform or influence people through the manipulation of data using information technology is a powerful tool. The ability to manage this process requires a high degree of information literacy as well as technical skills. The skills associated with this process help students become independent and successful learners, when working either individually or in groups.

To develop an understanding of how multimedia elements (e.g., visuals, sound, text, colour) influence a message, and to apply their learning, ask each student to modify a television advertisement to convey a different message (e.g., "smoking is dangerous to your health" as opposed to "smoking is a healthy activity") or to appeal to a different segment of the community.
Have teams of students create scenarios that demonstrate their understanding of legal and ethical issues (e.g., copyright infringement) as they relate to the presentation of information and the use of information technology. Then ask the teams to present their scenarios to the rest of the class using information technology tools.
Challenge students, working in groups, to produce and manage short presentations to elementary students on topics that are relevant to them (e.g., an introduction to the programs and courses at the high school) using presentation software. Encourage each of the groups to create a plan, assign tasks, and develop timelines.
Invite each student to identify a meaningful social, cultural, or environmental issue (e.g., related to immigration, First Nations' land claims, national unity) and then use electronic technology (e.g., e-mail, the telephone, a fax machine) to set up an interview with someone in the community involved in or knowledgeable about the issue. Ask students to tape-record or videotape their interviews and present them as television or radio news reports.

SUGGESTED ASSESSMENT STRATEGIES

As students work in groups to establish plans, tasks, and timelines and evaluate the components of presentations, they demonstrate their knowledge and level of sophistication in using multimedia techniques to add emphasis to their ideas.

Ask each student to create a multimedia presentation that delivers a message (e.g., a product advertisement, a campaign pamphlet). Examine students' finished products and note the extent to which they:
- used a variety of electronic resources
- tailored the presentations to specific audiences
- effectively integrated text, graphics, and sound
- used special effects for emphasis
After students watch a multimedia presentation, have them first work in small groups and then as a whole class to develop an assessment instrument. Invite them to watch the multimedia presentation again, using the assessment instrument. Note the extent to which they are able to:
- single out specific aspects of the presentation for evaluation
- consider the response of the audience
- explain how a certain aspect of the presentation had an impact on the audience or influenced the message
Before they develop a group presentation, have students create a plan including a list of tasks, materials needed, individual responsibilities, and a timeline. Confer with them about their plan and note the extent to which:
- tasks have been assigned fairly
- relevant goals and subgoals have been set
- goals and subgoals are effectively prioritized
- all necessary materials have been included
- the timeline is manageable and realistic