Remember: on PowerPoint, less is more. Don’t put entire sentences on your slides or you’ll end up reading them. They should be more of a visual reference for your audience than for you! Helpful presentation hints: No more than 3-5 bullets per slide Keep fonts at 22 pt. minimum No complete sentences, no paragraphs. These are hard to read both for you and your audience. Instead, use bullet points and elaborate vocally. It’s better to have more slides with chunked information than a few slides with too much information.
At my school, the Academy for Hospitality and Tourism offers both Principles of Hospitality and Geography. Next year, one of my colleagues will be teaching Hospitality Marketing for the first time, and I’m really looking forward to the Sustainable Tourism course, because we cover some of the same topics in Geography. (ask audience) How many of your schools offer Principles of Hospitality? Please raise your hands. What about Geography? Please raise your hands. Other Hospitality courses? (Call on a couple of people and invite them to share what courses they offer.)
The curriculum is based on NAF Core Principles: Standards-based: Every course is built on national academic standards and designed to match up with state and local standards. Rigor: Lessons are designed to be complex, ambiguous, and provocative. They are intended to encourage an emotional response. Relevant: Content and examples that reflect the cultural diversity that plays such a role in today’s classroom. Project-Based Learning: All courses include carefully designed, rigorous projects (more on that later). Literacy Integration: Lessons include literacy activities designed to encourage active reading, vocabulary development, and improvement of reading, writing, and speaking skills. Flexibility: Lessons are designed for maximum flexibility so that teachers can adjust each lesson to best suit their students’ needs. Use this opportunity to provide an example of how one of these principles has affected your experience of the curriculum.
Ask your audience to indicate by a show of hands whether or not they have previously used projects in the classroom. Point out that PBL uses a very specific definition, so not everything the audience thinks of as a project would meet PBL’s standards. Let your audience know that you will be giving them examples of some PBL-acceptable projects a little later in this presentation.
Every course has some basic course assumptions or prerequisites, which are usually listed in the course overview or in Lesson 1. For Geography, students are expected to have completed the Principles of Hospitality and Tourism course. This is important, because the course assumes students will understand some basic vocabulary and concepts that were introduced in the Principles course. This course also assumes that students have some basic understanding of physical geography – that they can read a map, a globe, etc. This course will require students to use computers periodically – either in the classroom or outside of class time for an assignment – and the course assumes that students understand the basics of how to use a computer: how to type, operate a word processing program like Microsoft Word, and do simple Internet research. Why are the course assumptions important? As a teacher, I need to know if my students meet the course assumptions. If they do not, I may have to build in extra class time to get the students ready for the curriculum.
These are some of the unit titles for the Geography course. Each of these units has two or more lessons in it that are grouped based on these topics. Unit 1 introduces the course. It allows students to see examples of the culminating project. It also helps students understand the concept of “travel geography.” Unit 2, “Global Explorations,” provides an opportunity for students to practice their map skills by focusing on U.S. and world geography. Unit 3, “Geographic Features and Climate,” introduces students to some of the unique characteristics of a specific place: its geographic features and its climate. Students learn geography terminology and also study about global warming. Unit 4, “History and Culture of a Place,” focuses on the human elements of travel geography: the people who live in a place, their history, and their culture. This unit helps students make connections between the historical and cultural past and the present day. This unit also includes the minor project. Unit 5, “A Traveler’s Perspective,” asks students to consider how a traveler views geography. This unit focuses on what motivates travelers: why do they travel? Why do they not travel? What barriers exist that prevent people from traveling? Unit 6 introduces students to careers that use travel geography. They learn about potential entry level jobs that require knowledge of geography. This unit is also when students present their culminating projects.
I found the minor project to be really fascinating. Students interview a family member as part of the project, and it gives my students a chance to learn about their families and about each other. The culminating project is really interesting, too. It’s very real world – something you could picture real people doing at some travel website. The students have to create a timeline about the country’s history, design possible tours a visitor could take, and design a storyboard. It’s very thorough and challenging, but the students really had a good time with it and we learned about some really interesting places!
Teach (model) a short activity from the course that uses one of the NAF Handbook strategies. After activity, use next slide to hold brief discussion using questions on slide.
You may wish to use an abbreviated Think, Pair, Share or Think, Group, Share approach. Invite your audience to read the questions on the slide and think about them for a moment, then ask them to share their thoughts with the person or people sitting near them, then invite a few audience members to share their thoughts with the group as a whole.
This can be a couple of slides; duplicate if necessary. Take pictures in your classroom of students working and their products. Student work can be scanned, or if there’s a digital file, we can link it to the PPT. Send me files you’d like linked and I’ll do it for you.
Supplement these points with one or two examples from your own course. Was there a part of the course you originally had questions about? Did you have an important suggestion for a revision or addition to the course? Point out that you will also provide your contact info before the end of the presentation.
Explain what they’ll find in Andy’s blog Course discussion forums are actively monitored and all feedback that is shared here is passed on to the editors to assist with the constant reworking of courses. Highlight 1 or 2 useful Adobe Connect presentations from the Curriculum & Instruction section If your course has a Curriculum Spotlight video, direct participants to them (C & I Online Curriculum Library NAF-Pearson Curriculum Fellow)
Financial services...'09 phoenix
Getting Started with NAF’s Financial Services Course: Teaching Financial Services 2009 NAF Summer Institute July 7-11, 2009 Phoenix, AZ
About Me <ul><li>Christen Cohn—Fort Lee High School: </li></ul><ul><li>Fort Lee, New Jersey </li></ul><ul><li>Teaching for 4.5 years in the field of Business: accounting, financial services, and international finance </li></ul><ul><li>2007-2008 Curriculum Fellow: Financial Services and Principles of Accounting </li></ul><ul><li>2008-2009 Curriculum Leader </li></ul>
NAF Curriculum: Introducing the Academy of Finance Courses Currently Offered (with pilot complete) Courses to be added (and piloted) in 2009-2010 <ul><li>Introduction to Financial Services </li></ul><ul><li>Advanced Finance </li></ul><ul><li>Business Economics </li></ul><ul><li>Ethics in Business </li></ul><ul><li>Financial Planning </li></ul><ul><li>Financial Services </li></ul><ul><li>Principles of Accounting </li></ul><ul><li>Principles of Finance </li></ul><ul><li>Entrepreneurship </li></ul><ul><li>Insurance </li></ul><ul><li>Managerial Accounting </li></ul><ul><li>Business in a Global Economy </li></ul>
NAF Curriculum Highlights: PBL Recognize students’ inherent drive to learn. Encourage collaboration and cooperation. Use performance-based assessments that require a range of skills and knowledge. Highlight questions that lead students to in-depth exploration of authentic and important topics.
Financial Services: Assumptions and Prerequisites Students have completed Principles of Finance Students have a basic understanding of different business models. Students can identify services offered by banks. Students have some basic computer skills (ability to type, use word processing programs, do simple Internet research).
Financial Services: Course Topics <ul><li>Getting Started </li></ul><ul><li>Banking </li></ul><ul><li>Financial Analysis Strategies </li></ul><ul><li>Capital and Financial Markets </li></ul><ul><li>Contemporary Banking Issues </li></ul><ul><li>Careers in Financial Services </li></ul>
Course Introduction: Projects Minor Project <ul><li>Student teams become financial advisors to help hypothetical clients create an investment portfolio to meet their needs. </li></ul><ul><li>Each team presents their investment portfolio to a guest audience at the end of the lesson. </li></ul><ul><li>Students respond to a RFP from a city leader. </li></ul><ul><li>Students create an executive summary that highlights two financial services that best serve the community through commercially promoting that location. </li></ul>Culminating Project
Experience the Curriculum <ul><li>Setting Financial Goals: </li></ul><ul><ul><li>Unit 3: Investments </li></ul></ul><ul><ul><li>Lesson 7 : Introduction to Investing </li></ul></ul><ul><li>Concepts to investing and reasons why people invest. </li></ul><ul><li>Become financial advisors to make recommendations about investment portfolio </li></ul>
Experience the Curriculum <ul><li>Discussion: </li></ul><ul><ul><li>Identify the thought process of what a financial advisor goes through when creating a portfolio for a client. </li></ul></ul><ul><ul><li>How is this role-play similar or different to what you already do in the classroom? </li></ul></ul>
Support from Curriculum Leaders Here to help – both with content and pedagogy. Ready to hear your ideas about how to revise and improve the course. Contact information is always available on the Course Overview page of the NAF Curriculum Library.
Collaboration Network <ul><li>Andy Rothstein’s Blog </li></ul><ul><li>Discussion Forums for all NAF courses </li></ul><ul><li>Multimedia presentations </li></ul>