Google’s new feature in Google Slides empowers audience members to participate in the presentation discussion. Learn how!
Watch the video below to learn about the new feature in Slides and check out the resources below for more information.
Featuring two of the most powerful digital presentation tools available for free today, Google Slides and Prezi, participants will get a hands-on look at the benefits and techniques of these awesome web –based software.
Presenting last on October 19, 2015 as part of the Sylvania Fall Inservice Day. Next presentation to be announced!
From the ad: “Presentation tools in the classroom are now collaborative, creative, and visually stunning. If you are still stuck on hand outs and putting PowerPoints onto flash drives or emails each day, this class can help bring you and your students into the digital age! Featuring two of the most powerful digital presentation tools available for free today, Google Slides and Prezi, participants will get a hands-on look at the benefits and techniques of these awesome web –based software. ”
Participants will receive basic, hands-on training to get started using Google Slides and Prezi. Come with a ready-to-learn attitude and leave with the ability to:
· Create new presentations in multiple platforms
· Perform all the necessary tasks to create visually impressive and informative slide shows and prezis.
· Understand how to collaborate on both programs
· Gather new ideas for engaging students through these tools and encouraging them to use new, digital formats in their own presentations.
Couldn’t make the session? Check out this video walkthrough on creating your first Prezi!
“Google Docs in Plain English” (video 2:50)
Spanish III students at Southview use the 21st Century technology of MoveNote to report on their virtual travels across the Spanish countryside.
In a small, windowless room at Southview High School, Lisa Sobb’s Honors Spanish III students file into her classroom, grab Chromebooks and headphones, and sit at desks arranged in tables. They banter a bit as Lisa talks to a few, but each one seems to know exactly what to do. Many are logged in within minutes; a few lag behind. The bell rings, and Lisa begins calmly delivering instructions in Spanish. Her accent is true, but the unaccented phrases “Google Classroom” and “MoveNote” ring forth without it, cluing the language-challenged into the digital tools of the day.
Today’s lesson is the next step in a project that virtually transports students to the Spanish region of Castilla y León. Lisa has asked students to tour the region through the official tourist site, which not only features stunning 3D immersions in notable locations, but also reinforces the language and culture standards Lisa seeks to teach. Students explore the Spanish countryside, like the Sierra de Gredos, and classic sites, like the Basilica de San Isidoro in León. While exploring, Lisa asks students to imagine that they are actually traveling this countryside and producing a video blog. She does not give them a list of requirements for the blog. Instead, she provides loose guidelines designed to showcase the students’ mastery of last year’s and this year’s skills. As Lisa explains, “I want them to show me what they can do.” By today, the students have explored the site, taken notes, written a video blog script, and designed a Google Slides presentation. Now, they’re ready to record. It’s time for MoveNote.
Continuing to speak in Spanish, Lisa takes her students through the amazingly simple creation of a MoveNote account (It’s done with a Google login) and permissions for the camera and microphone. After seeing a model example MoveNote recording on the Smartboard, the students are ready to record. Lisa asks them to finish the recording by the end of the class period. This entire introduction has taken fewer than five minutes.
Once working, many students fine-tune presentation slides. Some review their scripts. Others continue to fiddle with MoveNote settings, becoming comfortable with the app. One student, Gracie, begins recording immediately. Despite the tight quarters, she notices nothing around her as she dives into her narration, smiling into the camera. She does so without a script. Once finished, she dons her headphones to review the finished product. Although she has plenty of time to re-record, she seems satisfied with the finished product, and she should be.
When asked about her work, Gracie admits that she practiced the presentation beforehand, as Lisa suggested. The resulting experience was easy for her. She likes that “You can see the slides at the same time as you see your face. It’s much easier than trying to create a video with words on it.” She also says that yes, she would probably use MoveNote to practice a presentation even if it were not an assignment requirement.
It’s twenty minutes into the class, and while Gracie may be finished, most are not. Regardless, they work happily. Some speak directly, albeit nervously, into their Chromebooks. Others talk together as they continue to complete presentations. Lisa floats around calmly, sometimes helping students, but most face no real challenges. More and more record, and it becomes obvious that Lisa’s requirement that they be finished before the end of class will be easily satisfied.
After finishing the recording, the students’ files do not become public (as Gracie anxiously asked at one point). Instead, students will share them directly with Lisa, as if they were Google Drive files. Lisa will then grade them, a process she admits will take some time, but she shrugs over that. “It takes less time than you think,” she notes. Rather than focusing on her grading time, Lisa notices her class time benefit. She will not lose days to live student presentations. The creation of a video blog may actually be a more authentic activity than presenting in front of a high school class, anyway.
The use of MoveNote today has never dominated the class, even though it was the centerpiece digital tool. Instead of agonizing over the use of an app, students worked individually and collaboratively on presentations, explored Spanish culture and language, and practiced speaking skills. Lisa has used the technology to support the learning of language standards in innovative ways not possible without the Chromebooks. MoveNote will most likely become a ready and available tool for these students, in this class and beyond. And Lisa’s mastery of the process and confidence in the students’ abilities has made that usefulness possible.
Check out MoveNote to help students make more, easier digital presentations for wider sharing!
MoveNote is an app for slidecasting. That means it enables the user to share a slide-based presentation with others. You might say we can already do that with regular sharing, but MoveNote shares a fully recorded slide-based presentation with split-screen functionality. The slide presentation appears in a main screen while the speaker image appears in a secondary screen. The recording captures the full animation of the slideshow and full delivery of the speaker with audio. It’s a remarkable tool for recording and sharing presentations, and it works effortlessly on Chromebooks.
MoveNote presents a number of cool opportunities. You could use it to flip the classroom by recording instructional presentations. You could use it to gather student presentations for assessment, to increase the number of possible presentations in a single year. You could even use it for students to record presentations in the development stage to share with reviewers, even reviewers in different buildings and at different levels.
Who’s using it?
At Southview, Lisa Sobb
At Arbor Hills, Julie Young
At Hill View, Kayla Nowacki
Are you or someone you know using this? Notify us, and we’ll post your or their name here as a building expert! Email to aclarkson@sylvaniaschools.org.
Check out this short video by Anna Searcy to help you get started.
MoveNote Download on Playstore
“3 Minute Teaching with Technology Tutorial: Using Movenote for Lesson Content” (Video; 3:10)
Sylvania Digital Learning 