Power Point Presentation

Australian Money

Well, here is my Power Point. I chose to do it on a maths lesson that my Mentor Teacher will be doing with her Grade 2 students in the next couple of weeks. However, i am planning on showing her this presentation and perhaps I will be fortunate (Unfortunate?) enough to be able to take the lesson instead! Fingers crossed.
I, like probably most people my age (26 as of Monday), have done a Power point presentation, although I don't ever remember being taught how to actually do it. As a result, my slide shows have always been incredibly basic. But now! Now I know how to transitions; sound bytes; and animate specific pieces of text etc. Also, the things I did know how to do before, well I think I almost always took the long way around and don;t even get me started onhow I probably over-did my power pointing every time I did a power point presentation. This video from Don McMillan cracked me up - "It's funny because it's true"



The presentation that I did on money, I tried to base it around the 8 Learning Management Questions (8LMQ's)(Lynch, 2003, as cited by Aldred, 2010) and the Dimensions of Learning (Marzano & Pickering, 1997).

From the first section of the Dimensions of Learning (DoL1), I focused on ‘Use a variety of ways to engage students’ (p.31). The presentation included:
• Having photos of real coins up on the screen
• Students individually using their plastic coins to make up the sum
• Students drawing the coins into their work books
• Students ‘playing shop’ with a partner and explaining why they chose to pay the way that they did
• Having the work problems displayed on the power point, but only being able to see a partial of the screen, so that they can ‘have a go’ by themselves before the answer is revealed
• The exercise is math addition and basic multiplication, but it is with money

From DoL3, I focused on ‘Classifying’ (the process of grouping things that are alike into categories, p.123); ‘Abstracting’ (the process of finding and explaining general patterns in specific information or situations, p.130); and ‘Constructing support’ (the process of finding support for statements, p.160). The presentation included:
• Grouping 2 of the same coin together gives us a higher money value, and can quite often become the equivalent of an entirely new coin (ie. 2x 5c = 10c, which can be a single coin)

From DoL4, I focused on ‘Systems analysis’ (the process of describing how the parts of a system work together, p.246). The presentation included:
• Recognising that money has its own system (ie. The lowest coin is 5c, not 1c, however, that it can still work within tried and tested math addition formats (ie. 5c + 5c = 10c, like 5 + 5 = 10)
• Recognising that although if we add 5c+5c, 10c+10c, and 50c+50c, the answer could include a new coin as an answer, if we add 20c+20c, it does not.
• Recognising that there will be some money values (like 70c) that could require 2 coins, however, they will not be the same 2 coins.

From DoL5, I focused on ‘Identify and use necessary resources’ (p.293). The presentation included:
• The interactive whiteboard to display the power point presentation
• Plastic coins so the students could manually ‘have a go’ at making the money value up and to ‘play shop’
• Their work books to draw their responses in

When focusing on the 8LMQ’s, I went over each question as if it were a checklist.

• LMQ1: What do students already know?
o The class has done basic addition, so now it is time to do it in regards to money
• LMQ2: Where does the learner need to be?
o Investigating equivalence value using coins of the same denominations
o The counting sequence of coins
o Using mental groupings to count
• LMQ3: How does my learner best learn?
o Has visual elements
o Has kinesthetic elements
o Has oral elements
• LMQ4: What resources do I have at my disposal?
o Plastic money
o Interactive whiteboard
o Work book
• LMQ5: What will constitute the learning journey?
o Includes working with the class and with partners (Relate)
o Includes using the pretend money to have a go physically making up the correct monetary value (Create)
o Involves learning a ‘real life’ concept about Australian money (Donate) (Relate, Create, Donate from Kearsley & Shneiderman, 1998.)
• LMQ6: Who will do what?
o The class will be presented by the teacher (me)
o The children will have the opportunity to work out the answer and tell the class
o The children will have the opportunity to work individually
o The children will have the opportunity to work with a partner in a ‘play time/drama’ scenario
• LMQ7: How will I check to see if my learner has succeeded?
o Although not part of the presentation, I would collect the work books to mark, and walk around the classroom answering questions and listening to the children’s role plays
• LMQ8: How will I inform the learner of their progress?
o I will provide comments and ticks in their work books

Well, that's all from me guys. As always, I would love to hear from you. Also, I can't wait to check out your Power Point presentations!

- Leesha!


Aldred, S. (2010). Week 2 - Learning design fundamentals. Lecture notes distributed in the course EDED 20491 - ICT's for Learning Design, at Central Queensland University, Rockhampton, Queensland, Australia, on March 8, 2010.

Kearsley, G. & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning. Education Technology, 38(5), 20.

Marzano, R & Pickering, D. (1997). Dimensions of Learning: teacher's manual (2nd ed.). Alexandria : ASCD.