Prezi critique graphic organizer
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This document contains a rubric for evaluating a Prezi presentation. It lists several criteria for assessing how well a Prezi fits categories like storyboard, paths, clarity and design, images/video, audience, economy, grammar/spelling, and content. At the end it prompts the reviewer to discuss what the creator did well, areas for improvement, and ideas for how to represent their own research using Prezi. In 3 sentences or less.
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Description Total Possible Score 6.00General ContentSubje.docx
Description:
Total Possible Score: 6.00
General Content/Subject Knowledge
Total: 2.10
Distinguished - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates in-depth knowledge of the discussion topic.
Proficient - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates knowledge of the discussion topic.
Basic - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates basic knowledge of the discussion topic.
Below Expectations - Addresses all or most aspects of the prompt in accordance with the parameters of the discussion and demonstrates limited knowledge of the discussion topic.
Non-Performance - There is no initial discussion post, or the post does not address the discussion prompt at all.
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Total: 1.50
Distinguished - Comprehensively explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates all of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Proficient - Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates most of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Basic - Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates some of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, and use of information, and logic.
Below Expectations - Attempts to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information, but demonstrates few of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Non-Performance - There is no attempt to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information in either the original post or subsequent response posts within the discussion, or no post is present.
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Total: 0.60
Distinguished - Displays clear control of syntax and mechanics. The organization of the work shows appropriate transitions and flow between sentences and paragraphs. Written work contains no errors and is very easy to understand.
Proficient - Displays control of syntax and mechanics. The organization of the work shows transitions and/or flow between sentences and paragraphs. Written work contains only a few errors and is mostly easy to understand.
Basic - Displays basic control of syntax and mechanics. The work is not organized with appropriate transitions and flow between sentences and paragraphs. Written work contains several errors, making it difficult to fully understand.
Below Expectations - Displays li.
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"Technology for Student Success" was a presentation for teachers and administrators to model how to simplify students' research by using of content with a purpose, for an audience. Each student culminates his or her research into a briefings format.
The format is easy to use when following the ABCs of Briefings:
*A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas.
*B - Briefings based on content for a purpose; affecting an audience.
*C - Choice is applies and connected to community within and outside of the classroom.
Throughout the session teachers:
1. discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience.
2. apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing.
3. use self generated, open-ended questions about a topic to guide research from a variety of resources.
4. identify what makes effective revision through a question and answer sharing format.
5. self assess their own learning and consider how to implement the research model in their own classrooms with students.
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Este documento fornece dicas para ajudar as crianças a comerem melhor, como escolher alimentos em miniatura para estimular as crianças, caprichar na apresentação colorida dos pratos e oferecer os alimentos menos apreciados primeiro quando a criança estiver com mais fome.
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El documento habla sobre el software libre, definiendo su libertad y promoviendo el uso del software libre a través del Día de la Libertad de Software que tiene como objetivo dar a conocer al público su filosofía, alcances, avances y desarrollo.
Forum
O documento descreve como as mulheres transformam as coisas que recebem em algo maior, multiplicando-as. Ele diz que se as mulheres recebem esperma, elas dão um bebê; se recebem uma casa, elas dão um lar; se recebem comida, elas dão uma refeição; e se recebem amor, elas oferecem seu coração. O documento termina alertando que se as mulheres forem tratadas como lixo, receberão de volta uma grande quantidade de problemas.
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El documento trata sobre diferentes tipos de marketing. En resumen: 1) El marketing relacional busca crear y mantener relaciones con los clientes para lograr más negocios con cada uno. 2) El marketing virtual usa Internet para aplicar marketing directo y desarrollar, convertir y fidelizar clientes. 3) El marketing estratégico analiza las necesidades actuales y futuras de los clientes para identificar oportunidades de mercado.
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Similar to Prezi critique graphic organizer
Digital research project peer review form media 21 fall 2011 prezi
This document provides instructions for peer reviewing a digital research project created using Prezi. Students are asked to review an assigned project number by accessing the project link and filling out the provided rubric. The rubric evaluates the project's aesthetics, organization, digital text, content, design elements, sources, and reflections. Students are asked to provide constructive feedback on each project's strengths and areas for improvement. Completed rubrics are turned in to the teachers for a grade.
Description Total Possible Score 6.00General ContentSubje.docx
Description:
Total Possible Score: 6.00
General Content/Subject Knowledge
Total: 2.10
Distinguished - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates in-depth knowledge of the discussion topic.
Proficient - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates knowledge of the discussion topic.
Basic - Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates basic knowledge of the discussion topic.
Below Expectations - Addresses all or most aspects of the prompt in accordance with the parameters of the discussion and demonstrates limited knowledge of the discussion topic.
Non-Performance - There is no initial discussion post, or the post does not address the discussion prompt at all.
Critical Thinking
Total: 1.50
Distinguished - Comprehensively explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates all of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Proficient - Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates most of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Basic - Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates some of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, and use of information, and logic.
Below Expectations - Attempts to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information, but demonstrates few of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Non-Performance - There is no attempt to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information in either the original post or subsequent response posts within the discussion, or no post is present.
Written Communication
Total: 0.60
Distinguished - Displays clear control of syntax and mechanics. The organization of the work shows appropriate transitions and flow between sentences and paragraphs. Written work contains no errors and is very easy to understand.
Proficient - Displays control of syntax and mechanics. The organization of the work shows transitions and/or flow between sentences and paragraphs. Written work contains only a few errors and is mostly easy to understand.
Basic - Displays basic control of syntax and mechanics. The work is not organized with appropriate transitions and flow between sentences and paragraphs. Written work contains several errors, making it difficult to fully understand.
Below Expectations - Displays li.
Evaluation audience
This evaluation form provides guidance for evaluating projects at Level 3 of the Extended Diploma. It outlines sections for an overview of the project, research conducted, development of ideas, outcomes, personal response, evaluation of challenges and successes, analysis of skills developed, and an action plan for future improvements. The evaluator used this template to provide a self-evaluation of their group project focused on creating an online platform appealing to their target demographic of 16-24 year olds interested in nature and the future.
Unit Summary for Literary Apocalypse
The document discusses a summative assessment for a curriculum centered around encouraging appreciation of different cultural perspectives. The assessment involves evaluating two solutions presented in texts to address a societal need or problem in order to promote harmony. Students would take on the role of Minister of Culture tasked with convincing society which solution is most viable based on understanding of the texts and use of relevant terminology. Success criteria include a perceptive understanding of texts with illustrative detail and sophisticated use of terminology.
Technology For Student Success - Simplifying Student Research
"Technology for Student Success" was a presentation for teachers and administrators to model how to simplify students' research by using of content with a purpose, for an audience. Each student culminates his or her research into a briefings format.
The format is easy to use when following the ABCs of Briefings:
*A - Authentic forms and strategies of research writing in the real world are identified, as resources for the integration of all subject areas.
*B - Briefings based on content for a purpose; affecting an audience.
*C - Choice is applies and connected to community within and outside of the classroom.
Throughout the session teachers:
1. discover how the structure of briefings support the author's purpose through strategic presentation of content to affect an audience.
2. apply components of authentic learning: choice, connections, and community to increase motivation, problem solving and quality in writing.
3. use self generated, open-ended questions about a topic to guide research from a variety of resources.
4. identify what makes effective revision through a question and answer sharing format.
5. self assess their own learning and consider how to implement the research model in their own classrooms with students.
I facilitated this session for the Center for School Reform (in Kansas City, MO) at the Summit for Student Success Conference, held in Columbia, MO.
2. proposal
This document outlines a proposal for a video game promotion project. The project will involve creating promotional posters for a fake video game called "The Wanderer". The target audience is women ages late 20s to early 30s from lower to upper middle class backgrounds. The proposal discusses conducting research on investigation-based games, existential and sociological concepts, and respectful cultural portrayals to inform the design of the game and posters. It includes a schedule spanning 10 weeks for tasks like research, production experiments, planning, poster creation, and evaluation. The evaluation will assess how well the posters convey the game's themes and content and the overall presentation.
Essential Questions and DOK Thinking Levels - EDSU 533
This document discusses essential questions, Bloom's taxonomy, understanding by design, and depth of knowledge (DOK) levels as they relate to curriculum planning and assessment. It provides information on framing essential questions to drive student inquiry, describes the levels of Bloom's revised taxonomy from remembering to creating. It also outlines the three stages of understanding by design - identifying desired results, determining acceptable evidence, and planning learning experiences. Finally, it discusses Webb's DOK levels and provides examples of question stems for assessing different levels of cognitive demand.
Tech Presentation[1] 1
The document provides instructions for a group project where students take on the role of an "elements broker" selling their assigned element to classmates. Students are asked to research their element and create an advertising piece like a PowerPoint, video, or rap promoting its properties and selling points. The presentation should include the element's history, unique qualities, and an imagined marketing campaign with a company name, logo, and slogan. A physical model of one atom is also required, along with citing sources and dividing work evenly among group members.
Selling Your Element PPT
The document provides instructions for a group project where students take on the role of an "elements broker" selling their assigned element to classmates. Students are asked to research their element and create an advertising piece like a PowerPoint, video, or rap promoting its properties and selling points. The presentation should include the element's history, unique qualities, and an imagined marketing campaign with a company name, logo, and slogan. A physical model of one atom is also required, along with citing sources and dividing work evenly among group members.
Health Information Systems Poster Presentation.docx
The document provides requirements and guidelines for a health information systems poster presentation assignment. Students will be assigned a topic to research and present in a PowerPoint poster. The 10 minute presentation must include an introduction to the topic, key terms and concepts, implications for healthcare, health services administration issues, references, and at least two images. Students must also develop an original healthcare information systems model and participate in question and answer sessions. The goals are to expand knowledge of healthcare information systems and enhance presentation skills.
Visualization as a presentation of synthesis reading
This document provides guidance on evaluating data visualizations and discusses key characteristics of effective visualizations. It outlines features that make visualizations clear, simple, relevant, accurate, and effective at communicating information. Examples of useful features include clarity, simplicity, relevance, accuracy, and the ability to effectively convey intended information. The document also discusses how visualizing data can help people rapidly understand large amounts of information.
Digital research project peer review form media 21 fall 2011 voice thread
This document is a rubric for peer reviewing digital research projects created using VoiceThread. It includes sections to evaluate the aesthetics and organization of the wiki, the digital text created in VoiceThread, and the content and design elements of the VoiceThread presentation. Reviewers are asked to provide feedback on various technical and content aspects of the projects, including storyboard organization, voice and narration, clarity of design, use of images/video, focus on audience, and depth of content and analysis. Space is also provided to comment on strengths of the project, areas for improvement, effort put into associated Scoop.it magazines, and an overall rating.
3 Usability Techniques
This document describes three techniques for helping users understand information: persona/story walk-throughs, hallway reviews, and informal usability testing. It provides details on how to conduct persona/story walk-throughs and hallway reviews. For persona/story walk-throughs, you create a fictional user persona, develop their story or task, and walk through the content from their perspective. For hallway reviews, you post screenshots or examples of content in common areas and collect feedback from colleagues using guiding questions. Both techniques are presented as low-cost ways to get feedback without requiring users or special equipment.
Bc week 4 powerpoint
This document provides an agenda for a teacher professional development session on media literacy. The agenda includes housekeeping items, a review of assignments, professional learning conversations, presentations on critical media literacy strategies and concepts, a social media book presentation, protecting students from fake news, and a closing circle. Key topics covered are the five concepts of media literacy - constructions, beliefs and values, audience, intent, and form. Hands-on activities include analyzing tobacco ads using the concepts and reviewing curriculum expectations.
LM555 ID UNIT BIG6LESSON INFOGRAPHICS LINEAR EQUATIONS
Students will research topics related to slope and linear equations to create a digital infographic. They will use the BIG6 research model to define the task, find resources, gather information, compile their research, and synthesize the data. Students will present their infographics and evaluate their own work and their classmates' infographics. The lesson introduces infographics and the BIG6 research process. Students research their topic, create an infographic, and present it to the class.
Research Poster Creation
This document provides guidance for creating a research poster. It discusses assessing the target audience and goals, developing engaging content in a logical flow, using visual aids and design principles for readability, and how to discuss the poster. Key recommendations include selecting a clear title and takeaway message, using graphics and white space, considering fonts sizes and colors, and being prepared to engage viewers about the research. The overall goal is to concisely communicate the purpose and findings of the research project through an eye-catching visual display.
2. proposal
This document outlines a proposal for a project creating promotional posters and screenshots for a fake video game called "The Wanderer." The target audience is women ages late 20s to early 30s from lower to upper middle class backgrounds. Research will include analyzing similar games, surveying the target audience, and comprehending relevant psychological and sociological concepts to portray themes of ideological relationships and misconceptions through color theory. Production will involve experiments, planning, creating multiple posters in Photoshop over 10 weeks, with evaluation based on conveying themes/content and attracting the target audience.
2022 - Book Talk: Gordon and Betty Moore Foundation.pptx
This document discusses communication strategies for science engagement. It emphasizes the importance of:
1) Having clear and specific behavioral goals for target audiences rather than just general communication objectives. Goals could include increasing trust in scientists or influencing policymakers' funding decisions.
2) Understanding how communication objectives like shaping perceptions, emotions, and frames relate to behavioral goals, with objectives affecting goals indirectly.
3) Using evidence and social science theories to inform the choice of objectives and tactics, and evaluating their effectiveness, rather than just skills like storytelling. Strategic success requires achieving objectives that lead to goals.
4) Considering both fast, intuitive communication that relies on cognitive shortcuts, and slow, deliberative communication that aims to
Fieldstudy3 140929202350-phpapp02 (1)
This document summarizes a field study report on bulletin board displays in schools. It discusses how bulletin boards are versatile learning resources. It provides guidelines for observing and evaluating classroom bulletin board displays, including an observation form. The report then analyzes one display located at the school entrance, noting its strengths and weaknesses. Suggestions are provided to improve the display, such as using more colorful materials and clear pictures. The document reflects on skills needed to create effective displays, including creativity, visual skills, organization, and communication.
2. proposal
This document outlines a proposal for a student project to create promotional posters and screenshots for a fake video game called "The Wanderer". The target audience is women aged late 20s to early 30s from lower to upper middle class backgrounds. Over the course of 10 weeks, the student will conduct research on similar games and production techniques, create experimental pieces, and develop assets for the promotional materials. They will spend several weeks in production and receive feedback before making any needed changes to the final project.
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More from B. Hamilton
Final Student Responses Creative Writing SOAR January 6 2017
Student responses for an activity I did with students in my Creative Writing Soar. Please visit www.theunquietlibrarian.wordpress.com for more details.
CRAAP Test Rumble
1. The document provides instructions for an activity that involves evaluating information sources.
2. Participants are told to grab an orange checklist, they can use electronic devices, and to get seated quickly for the activity.
3. The activity involves reading/skimming articles from various sources and responding to written prompts about the credibility and relevance of each source using a CRAAP evaluation technique.
Tillery Version Copyright Friendly Images and How To Senior Project Commitmen...
This document provides tips and guidelines for using images from Creative Commons sources in school projects. It discusses searching for CC images on sites like Flickr, Compfight, and Wikimedia Commons. The document explains how to read the CC licenses to understand usage rights and provides examples of proper attribution for images from different sources like Flickr, Wikimedia, Microsoft Clip Gallery, and original photos. Students are advised to only use images that explicitly allow free use or have a CC license and to always provide proper image attribution.
Checklist for Assessing Senior Project Commitment Slide
The Senior Project Slide Checklist contains 4 requirements for a senior project slide: 1) Image attribution in size 10 font with a live blue hyperlink. 2) One central, undistorted background or focal point image. 3) A clear, concise statement in size 36+ font following department guidelines in a plain font with no effects. 4) Student and teacher names flush right in the lower corner.
Senior Project Commitment Slides: A Sampler of Quick Tips and Tricks
The document provides tips and guidelines for using images from copyright friendly sources like Creative Commons in school projects. It explains how to find images on sites like Flickr and Wikimedia Commons that have Creative Commons licenses. The licenses are described, including what types of uses they allow. Students are instructed to always provide image attribution and to pay attention to license details regarding altering or using images for commercial purposes. Examples are given for how to attribute images from different sources in slides and documents.
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Creative Commons licenses provide tools that allow creators to grant copyright permissions to their creative works while still retaining some copyright themselves. The licenses allow others to copy, distribute, and make some uses of Creative Commons works, at least for non-commercial purposes. There are several types of Creative Commons licenses that determine the allowed uses, such as allowing derivatives and requiring attribution. To access Creative Commons images, popular sources include Flickr, Wikimedia Commons, and Microsoft Clip Gallery. When using these images, the license terms must be followed, such as providing proper attribution to the creator.
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The document promotes a mobile app that allows users to look up books quickly. It encourages asking a librarian for help with the Destiny Mobile App. The app provides a fast way to find books.
Saving Documents to Personal Network Drive
Students' documents are no longer automatically redirected to their personal network drive. Students must now manually select their network drive or other storage location when saving or opening documents to access files from multiple workstations. To do so, they should click File > Save As or File Open, then select their network drive labeled with their username under "Computer" and identified as the (H:) drive, and click Save or Open file.
Navigating Wikipedia and Wikipedia Articles Wisely
The document provides guidance on how to navigate and evaluate information found on Wikipedia articles. It advises readers to use Wikipedia to gain basic background knowledge on a new subject but then find alternate, more scholarly sources. Readers are told not to rely solely on Wikipedia and to assess the information critically rather than treating it as authoritative fact. The document also explains some common sections found in Wikipedia articles like references, further reading, and external links that can help direct readers to additional information.
Senior Project Portfolio Wikispaces Checklist
This senior project portfolio from 2012-2013 contains a letter to judges, a proposal form outlining the project, a commitment poster, a research paper on the topic, a product work log detailing the process, pictures related to the product work log, and materials for a final presentation board on the project.
Effective PowerPoint Techniques: First Steps
This document provides tips for creating effective PowerPoint presentations, including using a plain readable font at 40 point size or larger, effective use of white space and smart art, and including copyright friendly photographs with attribution. It also advises against using word art, vague bullet points, and cartoon clip art. The document discusses job growth for librarians being 16.9% in Georgia and 7.79% nationally between 2008 and 2018.
Application for the Teen Advisory Council @ The Unquiet Library 2012-2013
The library is seeking student volunteers for its 2012-2013 Teen Advisory Board to provide input on books, services, and programming. Interested students should see Ms. Hamilton or Ms. Reed in the library for an application by August 17th. The application asks why students want to serve, what skills they can contribute, and if they are available to meet periodically before or after school or during lunch periods.
Virtual Tour of The Unquiet Library Fall 2012
The document provides a virtual tour of the Creekview High School library led by librarians Buffy Hamilton and Jan Reed. It describes the various areas of the library including the entrance, lounge seating, fiction section, circulation desk, instructional area, computer lab, storage room, and crafts area. Services offered include checkouts, printing, craft supplies, lamination, and die cuts. Instructional programming is also highlighted.
Kindle Book List, Updated August 2012
The document lists Kindle titles, their authors, series (if applicable), and price. It includes 124 titles ranging from classics like The Odyssey to popular fiction like the Pretty Little Liars series. The prices vary from free to $9.99, and some titles were purchased as gifts. A wide variety of genres are represented, including horror, sci-fi, romance, mysteries and more.
Periodicals @ The Unquiet Library (updated August 2012)
The document lists 20 periodical magazine subscriptions available in print at the Unquiet Library for the 2012-2013 year, covering topics such as ceramics, teen magazines, sports, photography, science, and more. It also provides information about accessing additional periodical titles digitally through GALILEO and contacting the librarian with any subscription requests.
What We Believe: The Unquiet Library 2012-2013
Relationships are at the core of libraries and require nurturing like a garden. By framing libraries as sites of participatory culture and playful learning, the library can empower its learning community to participate in and create learning communities around standards and interests. The library collaborates with teachers and students to establish a learning-centric program grounded in participatory practices that encourage formal and informal learning communities. The experiences and contributions of the learning community inform the library's understanding and impact its strategies for innovation which are integrated into its annual program design and evaluation plan.
Gale Virtual Reference Library
Gale Virtual Reference Library provides access to over 7,000 full-text reference titles across 18 subject areas. It offers an engaging user experience with features like two-page viewing, page flipping, and cross-searching across reference collections. The content covers all academic levels and disciplines, including titles from publishers like ABC-CLIO, Dorling Kindersley, Elsevier, and SAGE. It supports 21st century learning skills by allowing unlimited, simultaneous access to authoritative sources from any location.
The Unquiet Library Hours 2012-2013
The document provides the library hours and contact information for the school librarians at Cherokee High School for the 2012-2013 school year. The hours are Monday through Friday from 8:00 AM to 4:00 PM. It also outlines the rules for student use of the library during morning hours, lunch visits, and afternoon hours. Students must follow the school's technology and food/drink policies and clean up after themselves. Classes are prioritized over lunch visitors if space is limited.
Scenarios for Workshop June 2012 Transliteracy and Student Inquiry
A lower elementary teacher brings his class to the school library to research animals for a class project. The teacher's graphic organizer asks students to find and record an animal's appearance, habitat, diet, babies, and enemies. Students will use this research to create a slideshow presentation with facts about the animal. The teacher won an award for this project years ago but the librarian wants to suggest ways to encourage deeper thinking and inquiry in the students.
Post “Big Think” Discussion Reflections/Follow-Up Questions May 2012
This document contains questions for students to reflect on their experiences in a 10th grade World Literature/Composition class that emphasized participatory and inquiry-driven learning. Students are asked to reflect on how their reading interests have changed, suggestions for incorporating real-world issues into other courses, advice for future students, ways to improve the transition to a more independent learning model, topics and world regions they'd like to explore, and essential learning tools and mediums. They are also asked if they would be interested in other classes with similar collaborative and choice-based approaches.
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Prezi critique graphic organizer
- 1. Name:_____________________________________________________________ Looking at Prezi Ms. Lester and Ms. Hamilton Fall 2011 Prezi Title: __________________________________________ Item/Criteria How well does the Prezi fit this criteria? Your reaction? What was done well or not so well? Storyboard The content items are sequenced in a thoughtful, effective, and logical manner. Prezi Paths: Prezi paths are easy to follow; the Prezi incorporates the “zoom” feature to emphasize key ideas/images without going overboard on the effect. Prezi Clarity and Design: the presentation reflects excellent use of font, color, graphics, and multimedia effects to enhance the presentation and to tell the “story” of learning and the reading experience. Each panel is “clean” and easy to read without being overly “busy” with an abundance of too much content. Presentation is at least 12-15 panels. Images and/or Video: the use of these media create a distinct and appropriate tone for expository/information composition. The media may communicate concrete or abstract representations of ideas and facts. All multimedia is appears to be copyright friendly. All hyperlinks work and go to the correct content. Audience: the design elements reflect a strong awareness of audience in the design (classmates, teaches, other teens who may see the Prezi). The design elements are thoughtful and purposeful in choice and incorporation into the Prezi. Economy: the Prezi reflects and maintains a clear focus through all panels; the information presented is balanced and focuses on big ideas without getting bogged down in irrelevant or off- topic details. Grammar and Spelling: grammar and usage are correct and contribute to the overall clarity, style, and effective communication of ideas. 1
- 2. Content: the presentation reflects: *big ideas and deep questions (beyond basic facts) *research that goes beyond surface level, superficial facts and digs into the “how and why” *sequence of ideas, facts, interpretation of information flows in a logical way 1. What did you think the person did well on this Prezi? What was appealing? 2. What improvements could have been made on this Prezi? 3. What ideas do you have right now for using Prezi as a medium for your research “text”? How could you use Prezi to represent the findings of your essential research questions? 2