The document provides templates and guidelines for students to create a slideshow presentation. It includes forms to plan the presentation objectives, title, content, and enhancements. The templates will help students storyboard the presentation slides. Additional sections provide questions for students to analyze the good features of slide presentations, which features they included, and difficulties encountered. Finally, a learning rubric is given to assess students' work.

1. FSFIELD STUDY
3
Slideshow Biz
(Slide
Presentations)

2. My Tools
As you prepare your slide presentations, use the activity form below.
Field Study 3, Episode 3 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
Subject Matter/Topic:
Objectives:
Title of my Presentation:
Enhancements (Check appropriate box)
Graphics
Animation
Sound Effects
Music
Voice Narration
Stylish Fonts
Hyperlink
Embedded Video
Others,
Pleas specify
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Description of Appropriate Use:
Presentation Storyboard:
Slide 1 Slide 2 Slide 3 Slide 4
Slide 5 Slide 6 Slide 7 Slide 8
Slide 9 Slide 10 Slide 11 Slide 12

3. My Analysis
After working on your slide presentation, answer the following questions:
What are the good features of a slide presentation?
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Which of these features are present in the slide presentation you made?
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Which features are not present in the slide presentation you made?
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Field Study 3, Episode 3 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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4. My Reflections/Insights
1. What difficulties, if any, did you encounter in making the slide presentation? How
did you overcome them?
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Field Study 3, Episode 3 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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5. Integrating Theory and Practice
Direction: Read the items given below and encircle the correct answer.
1. In order for the students to clearly understand the structure
and content of the teacher’s presentation, the teacher should
have _________ .
A. a summary
B. several years of experience as a presenter
C. a short conclusion
D. a short preview
Field Study 3, Episode 3 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
2. Miss Tria is preparing slides for her lesson demonstration, she
remembers to apply the rule of six. Most likely she will ________.
A. limit her presentation to six slides with six sentences on
each slide
B. identify six important points to discuss, and use about six
minutes to explain each point
C. have six lines on each slide with each line having not more
than six words
D. include six paragraphs presented in six slides
3. Miss Riel is very excited to do her presentation about the effects of
global warming to Grade 5 students. She wants to make sure the
children will be interested. While preparing her slides, she should
_____________ .
A. put animation and slide transition on each slide to sustain
attention
B. include picture and a short video clip that captures the effects
of global warming
C. use a different slide design with nature images for each slide
to sustain interest
D. put one paragraph per slide to emphasize the facts about
global warming

6. My Learning Rubric
Field Study 3, Episode 3 – Slideshow Biz (Slide Presentations)
Focused on:
• applying the principles in creating effective audio-visual presentations
Name of FS Student: _________________________________ Date Submitted: ________________
Year/Course : _____________________________ Program : _______________________________
Learning
Episodes
Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
Learning
Activities
All tasks were done with
outstanding quality,
work exceeds
expectations.
All or nearly all tasks
were done with
acceptable quality.
Nearly all tasks were
done with acceptable
quality.
Fewer than half of tasks
were done, or most
objectives were met but
need improvement.
Analysis of
the Learning
Episode
All questions/episodes
were answered
completely; in depth
answers; thoroughly
grounded on theories.
Exemplary grammar and
spelling.
Analysis questions were
answered completely.
Clear connection with
theories Grammar and
spelling are superior.
Analysis questions were
not answered
completely.
Vaguely related to the
theories
Grammar and spelling
acceptable.
Analysis questions were
Not answered.
Grammar and spelling
Unsatisfactory.
Reflections/
Insights
Reflection Statements
are profound and clear;
supported by experiences
from the learning
episode.
Reflection statements are
clear but not clearly
supported by the
experiences from the
learning episodes.
Reflection statements are
shallow; supported by
experiences from the
learning episodes.
Reflection statements are
unclear and shallow and
are not supported by
experiences from the
learning episodes.
Learning
Portfolio
Portfolio is complete,
clear, well-organized and
all supporting;
documentations are
located in sections
clearly designated.
Portfolio is complete,
clear, well-organized,
most supporting
documentations are
available and logical and
clearly marked location.
Portfolio is incomplete,
supporting
documentations are
organized but are
lacking.
Analysis questions were
not answered.
Grammar and spelling
unsatisfactory.
Submission
of Learning
Episode
Submitted before the
deadline
Submitted on the
deadline
Submitted a day after the
deadline
Submitted two days or
more after the deadline.
Comment(s)
Over–all
Score
Rating:
(Based on
Transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 – below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 7.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71– Below
_________________________________ _______________________
Signature of FS Teacher
above Printed Name
Date
Field Study 3, Episode 3 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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