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The POWER of PowerPoint and Classroom Notes

by Estelle Brettenny | Sep 21, 2021 | Uncategorised | 0 comments

“ Powerpoint & classroom notes are Powerful!”

Estelle Brettenny

Become more aware of the POWER of Powerpoint and classroom notes to enhance learning. 

PLEASE NOTE

The sample images included below, in no particular order, come from resources (that are freely available on the internet) to support Grade 12 learners doing Afrikaans FAL (First Additional Language).  The 2021 syllabus for Afrikaans FAL includes 10 ‘Gedigte’ and ‘Rondom My’ is one of them.  The images give a glimpse of how different teachers approach the task of analysing and teaching the poems.

Please look at the images and comments below the images with an open mind…

(The images might not view very clearly on a mobile device)

Every ‘Strofe’ is analysed on a separate slide. Selective highlighting is done

Two or three lines are analysed per slide. Colour is used. Is it helpful or not? Why or why not?

Is this analysis easy to understand? What do you think? 

What do you think of the font used for this poem?  Would you say the use of colour is helpful?

This analysis is done ‘Strofe’ by ‘Strofe’ in a Word Document.   A text box is placed around the lines that are analysed. No colour is used.

This is a computer generated map in a Word Document. Certain words are emphasized in colour.

A few lines are analysed per slide.  Text boxes are added on during the Power Point as something is explained.  What do you think about the green background colour and the use of colour in the text boxes?  

Colours and lines are added during the explanation of the poem.  

Poem lines are spaced a bit further apart to create space for blocks around words. What do you think about the background colour and how the analysis is done on the right hand side?  

Inspiration 

I had a few referrals lately that desperately needed help with Afrikaans poems. My role is not to teach Afrikaans but to empower learners ‘how to learn’ (even Afrikaans poems!).  I always start with myself and try and use everything I know about the science of learning to figure out effective ways to learn something myself, like the Grade 12 poems.

I have not really worked with the Grade 12 Afrikaans poems for a while, and therefore I tried to find resources.  I could not believe the number of resources that were freely available on the internet to support Grade 12 learners in South Africa.  Well done teachers!  You are working hard!

As I am currently doing a lot of reading and personal research about Cognitive Load Theory (and related theories) and reading my newest book, Dual Coding with Teachers , I started reflecting about how the poems were analysed and which resources were more helpful and how I could use it as part of what I planned to do to support my referrals.

I do not want to write about all my thoughts right now, but want to highlight two things that we can see from the images that I have included.

• There are many ways to do/teach something
• Some ways are more effective and will make learning (or communication), retention and retrieval easier.

But how can we really know which methods are more effective? And, how can we create PowerPoint presentations and notes more effectively as they have the POWER to enhance or hamper learning?

The more we understand about Cognitive Load Theory , Dual Coding and related theories, the better we can create learning material that will enhance learning.

If you are interested in this topic, please follow my Blogs for the rest of the year.  And, if you are REALLY interested, send me an email ( [email protected] ), or leave a comment on my Blog page and share why you are interested.

REAL Thinking & Learning about ‘The Power (& Cognitive Science) of PowerPoint & Classroom Notes’ is important to Be More Aware of how it can enhance Communication, Retention & Learning.

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Aanbieding van ’n verskeidenheid visuele tekste vir taal & begrip.

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Letterkunde

Hoe om gedigte-skryf in die klas lekker te maak; voorbeelde van watter tipe gedigte alles in die klas geskryf kan word; hoe om ’n gedig te analiseer.

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Translation of "presentation" into Afrikaans

vertoning, opvoering, aanbieding are the top translations of "presentation" into Afrikaans. Sample translated sentence: After each presentation, addresses of interested people were collected. ↔ Ná elke vertoning is die adresse van belangstellendes geneem.

The act of presenting, or something presented [..]

English-Afrikaans dictionary

After each presentation , addresses of interested people were collected.

Ná elke vertoning is die adresse van belangstellendes geneem.

Each summer the Epidaurus theater extends hospitality to many Greek and foreign theatrical companies, which present performances of ancient plays.

Elke somer bewys die Epidauros-teater gasvryheid aan talle Griekse en buitelandse toneelgeselskappe, wat antieke toneelstukke opvoer .

Where is the PowerPoint presentation you promised me?

Waar is die PowerPoint- aanbieding wat jy my belowe het?

Less frequent translations

• voorstelling

Show algorithmically generated translations

Automatic translations of " presentation " into Afrikaans

Images with "presentation", phrases similar to "presentation" with translations into afrikaans.

• be present bywoon
• presentation package aanbiedingspakket
• presently alhaas · alras · netnou · nou-nou · op die huidige stadium · tans
• present Hede · aanbied · aanwesig · aktueel · bedien · begiftig · bekendstel · bied · donasie · geskenk · hede · huidig · skenk · teenwoordig · voorstel
• present-day aktueel · huidig
• presentation program Vertoningsprogrammatuur
• Picture Presentation Skyfieaanbieding
• presentation section aanbiedingseksie

Translations of "presentation" into Afrikaans in sentences, translation memory

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Mar 22, 2019

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Afrikaans. Door: Alex Poessé - Milou Pet Richard Bethlehem Jori van Schijndel Dennis Broeders Jorik Kuhlman. Onderwerpen. Lexicon Fonologie Morfologie Morfologie/Syntax Syntax Syntaxis/Semantiek Discourse. Fonologie. Fonemen

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Afrikaans Door: Alex Poessé -Milou Pet Richard Bethlehem Jori van Schijndel Dennis Broeders Jorik Kuhlman

Onderwerpen • Lexicon • Fonologie • Morfologie • Morfologie/Syntax • Syntax • Syntaxis/Semantiek • Discourse

Fonologie • Fonemen • Geen klanken die voor ons onuitspreekbaar zijn, komen ze niet voor in het vocabulaire dan wel in leenwoorden • Assimilatie • Voornamelijk assimilatie bij nasale klanken en in samentrekkingen van woorden • Syllabestructuur • CCC en VVV komen weinig voor, CCCC en VVVV zijn we niet tegengekomen

Afrikaanse klinkers

Nederlandse klinkers

Assimilatie • /d/ assimileert met nasale klanken in [nde] • Bv. hande  [ɦanə] • Bv. honde [ɦɔnə] • De assimilatie gaat dus terug, de /d/ assimileert aan de nasale klank ervoor • REGEL: [d]  [+nasaal]/[+nasaal]__/e/ Syllaben • In ons lexicon allemaal vrij regelmatige syllaben • CVC, VCV, CVVC etc. • BV. “sol-da-te”  CVC-CV-CV • Langere komen wel voor maar zeer beperkt • BV. “strand”  CCCVCC

Morfologie • Identificeer de betekenis van elke morfeem bij de gelede woorden. • (gelede = polymorfematisch= bestaande uit meer woorden) • morfologische regels voor de combinatie van morfemen tot woorden. • Gebruik van hulpwerkwoorden.

Morfologische regels • PRETERITE MORFEEM

Morfologische regels • UNSTRESSED PREFIX

Morfologische regels • Pluralisation of nouns • Plurals are normally made bytaking –s of –e. • Alsopossible: • -de • -te • -ens • -ers • -ere • Both –e and –s • Irregular • ….. • ADJECTIEVE MORFEEM • Whenusedattributively, most adjectivestake -e

Hulpwerkwoorden • Afrikaans een analytische taal. • Vervoegingen • Infinitive + present tense + imperative gelijk • Past tense wijkt af: hulpwerkwoord + ge-* • Meestal geen verschil bij singularis/pluralis • Meestal geen verschil persoon (1e, 2e ,3e persoon) • Voorkomen van dubbele ontkenning (versterking) • Verbuigingen. • Bijna alleen maar verschil singularis/pluralis • Geen verschil geslacht bij lidwoorden • Geen gebruik van naamvallen

Woordveranderingen • Woordvolgorde • Hulpwerkwoorden • Geen congruentie

Syntaxis • Afrikaans is een SVO (subject-verb-object) taal • Nederlands • Engels • Voorbeeld: • “I eat fruit” Subject-verb-object • “Ik eet fruit” • “Ek eet kos”

S --> NP, VP         NP --> Art, NP           Art --> [Die]           NP --> Noun Noun --> [koning] •  VP --> NP, VP             NP --> Art, NP                 Art --> ['n]                 NP --> Det, NP                 Det --> [paar]                 NP --> Noun Noun --> [boeke]            VP --> V                 V --> [het, gevind] 

Bijzinnen met daarin het zogenaamde aaneenrijgen van werkwoorden is toegestaan • de chauffeur kan hebben willen laten blijven staan wachten • die bestuurder kon wou laat bly staan en wag het • Voornaamste verschillen met het Nederlands • In het Nederlands is het hulpwerkwoord hebben noodzakelijk Bijzinnen • In het Afrikaans is het woordje en nodig om grammaticaal correct te blijven • Duidelijkere verschillen komen naar voren bij taalhandelingen (bijv. vragen) • Vraag: Hoe lyk sy? • Ek wonder hoe lyk sy i.p.v. Ek wonder hoe sy lyk • Vraag: Kom sy môre? • Ek wonder of kom sy môre i.p.v. Ek wonder of sy môre kom. • In het Nederlands: volgorde werkwoordsgroep past zich aan de hoofdzin aan • In het Afrikaans: volgorde bijzin past zich aan de hoofdzin aan • Werkwoordsplaatsing: alleen een klein verschil met betrekking tot hulpwerkwoorden • Werkwoorden mogen daarom niet aan de rechterkant van een hulpwerkwoord staan • Verder is in beide talen de voorkeur voor een bepaalde werkwoordspositie identiek

Negatie • Enige West-Germaanse taal met een verplichte dubbele negatie • Mogelijk ontstaan: • Frans -> ne gevolgd door een negatie • Middelnederlands -> Daerne quam oec niegeen man • Andere Afrikaanse talen -> ‘dubbele hik’ • Zowel ‘hik hik’ als ‘hik hik, ek weet nie’ waren geldige ontkenningen • Werd al gauw vervangen door nee of nee, ek weet nie • Nee was meestal niet voldoende, vandaar dat alleen de 2e optie overbleef • Structuur in het Afrikaans: • Eerste element (nie, geen, niemand, etc.) komt direct na de persoonsvorm • Tweede element (altijd nie) komt aan het einde van de zin • Een negatie is alleen correct indien deze twee elementen erin voorkomen • In tegenstelling tot de logica heffen deze dubbele negaties elkaar dus niet op • Sy hou nooit op met werk nie=> Zij houdt niet op met werken niet

Argumentstructuur • Afrikaans lijkt qua argumentstructuur erg op het Nederlands • Enkele voorbeelden: • Die kasteel is op n heuwel naby ‘n meer. • Is(kasteel) • Die vriendelike man het n boek aan sy dogter gegee. • Gee(man, boek, dogter) • Prospero het belowe om haar al die boeke te gee. • Belowe(Prospero, boeke te gee) • Verdere regels voor wat betreft plaatsing en mogelijke/onmogelijke combinaties zijn vrijwel identiek aan het Nederlands

Anaforen in het Afrikaans • Pronomina zijn anaforisch. • Verwijzing van deze anaforen naar een eerder genoemd antecedent. • Deze antecedent is een vaak een NP. • Voorbeeldzin; • “Falstaff heeft iets gedronken omdat, hij dorst had.” wordt in het Afrikaans “Falstaff het gedrink omdat hy dors was .”. • Hierbij verwijst ‘hy’ naar Falstaff.

Bepaald Lidwoord in het Afrikaans; ‘die’ • Geen grammaticaal geslacht onderscheidt. • Verwijzen naar entiteiten die door de hoorder identificeerbaar zijn. • Gebruik ‘die’ o.a bij; • Abstract werkwoord. • Academische disciplines. • Zuid Afrikaanse Luchtvaartmaatschappij. • Seizoenen. • Sterrenbeeld. • ‘All’, ‘most of’, ‘half of’ en ‘both’. • Benoemen van titels van personen. • Plaatsnaam, land of regio. • Bezittelijk voornaamwoord. • Weglaten ‘die’ o.a bij; • Adverb voorafgaande benoeming van plaats. • Standaard zinvolgorde; • Pronoun. • Wyle. • ‘Genoemde’ . • Mening auteur. • Bespelen of beoefenen. • ‘Het feit dat..’. • Bijzinnen.

Onbepaald Lidwoord in het Afrikaans; ‘n. • Geen grammaticaal geslacht onderscheidt. • Introduceren van entiteiten in de discourse-context die nieuw zijn voor de hoorder. • Gebruik ’n o.a bij; • Noun in enkelvoud. • Overeenkomstig met Nederlands. • Weglaten ’n o.a bij; • ‘Zonder’. • Noun direct in contact met verwijzing. • Standaard zinvolgorde; • Prononoun. • Noun & Verb. • Honderd & duizend. • Per stuk.

http://www.phil.uu.nl/~kuhlmann/index.html

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UC Merced Welcomes Future Bobcats for Bobcat Day

UC Merced will host incoming students, their families and friends on Saturday, April 20, for Bobcat Day  - the university's annual open house.

Bobcat Day will begin at 9:15 a.m. with a welcome message from Chancellor Juan Sánchez Muñoz at University Plaza. Campus staff, faculty, students and alumni will be available throughout the day to answer questions about clubs and student organizations, summer session, Greek life, cultural groups, athletics, academics, health promotions, the UC Merced Police Department and more.

Presentations will be held by faculty and staff from the School of Engineering, the School of Natural Sciences and the School of Social Sciences, Humanities and Arts with information about academic and research opportunities. Other Bobcat Day events include a Medical Education panel, a welcome session for admitted international students, and presentations by Student Support Services and the Community Engagement Center.

At the Carol Tomlinson-Keasey Quad, performances will be put on by Ballet Folklorico de UC Merced, the Blue and Gold Symphony, the Martial Arts Club, the Bobcat Band, UC Merced Cheer and several other groups.

Guests can get a taste of campus as food will be available for purchase from several dining options: the Yablakoff-Wallace Dining Center, the Lantern Café at the Kolligian Library, the food trucks at Scholars Lane, and the Pavilion.

Attendees are invited to the UC Merced Conference Center to attend a screening of UC Merced featured  on "The College Tour." The 30-minute Amazon Prime episode showcases 10 Bobcats students who share their unique UC Merced experiences.

Parking will be free in the Bellevue lot. Visit the Bobcat Day webpage  for more information and a full schedule of events.

Alyssa Johansen

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