What's a outline of a presentation for a project what does the teacher mean when she says this?
600118
like make a general guide of what your presentation with be. something like this:\n\nI. topic 1\n  A. subtopic 1\n  B. subtopic 2\n\nII. topic 2\n  A. subtopic\n\netc.\n\nhope that helps
962046
Interesting assignment... what is YOUR question about it? Do you understand what your teacher is asking you to do?
914275
Showing/presenting something visually. Example: Showing people a picture, graph, poster, powerpoint presentation...
908946
I could help you. But his is time consuming. Let me work on it. When do u have to do this presentation? What is its final purpose? You have said interview presentation. Does that mean you are being interviewed for a job and this presentaion is one of the tests? What is your target audience like? For the interview and for the presentation. If you can provide me with this info and any ideas that you would like to incorporate, we could come up with something good.
1110154
A presentation is made up of slides. A slide is one screen that is show during the presentation.
258285
You speaking about a project for your students to do?\nIf you are well then you don't evaluate it.\nUntil after they are finished.Then you evaluate each ones\nproject upon finish.It would be up to them to see fit\nhow much they wan't to contribute to their assignment.\nThen you can grade them on uniqueness,details,effort\nor what have you.If your idea is old,most likely their\nideas will be old.But never the less,"new"from them as\nindividuals.You may find yourself frustrated,confused or\nbored.But remember "New to them" But to you may not sound or\nbe to original.
855391
They are good general questions.  Ask her about her experiences teaching the class too.  Try to start more of the questions without the word "what" at the beginning.\n\nHow is this class unique?\nName some interesting features of this class?\nIs there something specific that you think attracts students to this class?  \nDescribe your favorite assignment in this class and some past good experiences please. \nWhy should students take this class?
435351
START WITH YOUR TEACHER AS TO GETTING A PLAN TOGETHER
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Make a clear outline of each element of the task.\n\nShow the task as a whole\n\nShow the major parts\n\nShow how each major part is broken down into individual steps
145467
Without more details, all I can do is guess about the context.  In schools, it usually means to combine several different subject areas instead of teaching each in isolation.\n\nAn example would be using a children's book and basing a math and/or a science lesson on the content of the book.
452325
Title Talk: Prereading that focuses on the title of a literary text gets students thinking about the text to come. Such thinking teaches them how to generate ideas, make connections and predictions. Here is a recent example form an initial discussion of Lord of the Flies. \n\nUse Visual Aids to Improve Instruction: I copy most of the different Tools for Thought onto transparencies. Depending on the activity, I project the organizer onto the whiteboard or the overhead screen. Here you see it projected onto the whiteboard so I can model for them how to fill in the outline. I used the graphic organizer to take notes for what we were doing that day; then had my Reading Workshop students do the same so they could improve their notetaking skills. \n\nInvolve the Students in the Assessment Process: My students and I created this rubric through collaboration. They came in with their papers (Weekly Paper assignment) then got into groups. They were supposed to read through and identify the important areas of a good paper and the criteria for each category. I used the board to take notes on what they said and provide structure to the discussion. I then used these notes to create the rubric we used for the Weekly Paper. \nClassroom Connection: I am often asked what my classroom computer set up is. This is what it looks like. It is an iMac DVD edition with a T-1 Internet line and supporting connection to the overhead monitor. This meets most of our needs. Students can, for example, do work elsewhere and send it to the class computer (room82@englishcompanion.com) to print or present.\nUse the Board: Though it will not make much sense here, I wanted to include this example of my use of the board. We were discussing how one chapter in a book can build on or be related to the previous one and/or those which came before it. The image here is one I draw as I talked; thus I used the board to support/narrate what I was saying. The arrows are meant to show how themes (e.g., change) run throughout the stories we were reading. "Kim," "Ana," and "Wendell" refer to (and the boxes represent) different stories/chapters in the book Seedfolks. When the next class comes in, I erase this and start over. I find it does not work to refer to it as a static drawing/diagram in subsequent periods. Also, the act of drawing it makes the teaching more active and makes my thinking more visible. \n\nUse Multiple Means to Deliver Instruction: In the picture below I am using the overhead to model how to do an assignment in my reading workshop. I photocopied the assignment to a transparency and modeled how to do the assignment. Then I had them try one. We discussed what they came up with, critiqued their responses, then continued for independent practice while I moved around to support them. So students have information to help them on this assignment on the whiteboard, on the overhead, on their handouts, and through my voice. This is not what we do every day. I only use so many modalities when teaching something specific which they need to process by multiple means if they are to learn it. \n\nUse Reciprocal Teaching: These students in my freshman honors English class work together (as everyone else in class is doing) to read, discuss, and make notes using a graphic organizer designed to help them learn who all the characters are. The novel Jasmine, which we read as part of their integrated world cultures course (taught by the Social Studies teacher), has many characters, jumps in time, and shifts in location. I used reciprocal teaching here to allow students to get a solid understanding who is who and how the text works before moving ahead in the text. Setting up a good foundation early on prevents confusion and problems later.\n\nUse Student Exemplars; In my freshman honors English class we have worked hard to learn how to read more closely. Each Friday I give them a poem (click here to see an example of one of the weekly poem assignments,
825250
Well I say it definitely ... depends on the purpose of the notes and needs of the student.   Sometimes I provide a structured outline, which the students need to fill in as we discuss the topic.  Other times, I provide my copy of the notes to students who were absent, visually or hearing impaired, dyslexic, or were simply out of the room when something was covered etc. If a student has difficulties  for any reason, I can  hand the student my notes and suggest that they double check first, then ask a question if they are still confused.  Many students  have an Individual Educational Plan or 504 plan which may requre that a teacher provide copies of notes or model notes.  Other students, parents, or teachers may not be aware of these required accomodations. For example, iIf I have a power point presentation, I provide a copy of the presentation slides along with room to take more clarifying notes.   I teach both elementary school and adult classes.  I would prefer people to be listening and discussing instead of taking lots of time to write down notes.    People learn in different ways. If you need to take notes, go for it.  Others find the process of note taking laborious and they are always one or more  steps behind because they are so involved in trying to take notes. Giving copies of notes or outlines helps speed up the class  and focuses on meaning/ interaction rather than busy work. Also, I often model the notes, so that they may be writing them down , but they are copying from an overhead or board.  I do this modeling more with the younger students, but even sixth graders have difficulties picking out the most important concepts from an oral presentation. Modeling how to take notes should be part of the process before expecting students to take notes independently.
632518
To give an effective presentation is to make sure you leave an impact with the audience. You can have all the information in your hand but if you dont present it correctly its going to end up dull and boring, right?\n\nthat was me before.. reading off pieces of paper and shaking.. then one I decided to think 'oh f*ck it im going to go out there and make a killer presentation' because really, nobody really cares what kind of speech you made 10 years later. \n\nThis is what you should do:\n- Use powerpoint if you can. When making the slides, do not put more than 3-4 dot points. Each dot point is a very short line or sentence. During your presentation you will expand on each point. Keep animations to a minimum as they are annoying. the focus is on you, not the powerpoint. \n\n- Practise Practise Practise. This helped me a lot in my preparation. Me and a friend both had presentations on the same day. So on the day before it was due, we booked a lecture room and presented each others speeches until we both memorized them without using hand notes. We probably spent 3 hours in that room criticizing each others speeches until they were perfect without mumbling or forgetting things. This was for a 7 minute presentation. \n\n- Project your voice. You will get used to it with practise\n\n- Dress appropriately. if you are a serious presenter, dress serious. If its a more casual approach, dress as such. \n\n- Audience participation - this is a tough one. people say do it, people say don't. Have the participation question ready. If people seem active then use it. If you feel the audience doesnt want to participate, then don't do it. It really depends if is a requirement or not. The best time to do this is at the beginning of a presentation where the audience is most active and engaged in your speech. you want to let them think about what you are going to talk about about - this will help them listen more into your speech. I would recommend just yes/no type questions where people put their hands up. its a little more difficult to solicit verbal responses but if you can do it, even better
405989
well it depends on the job that will determine what type of presentation it will be.  however, you could prepare an outline of what it is you will be discussing, then perhaps put it in written form exactly what it is you will be saying and then practice, in front of a mirror and in front of family/friends.  hope this helps!!
909548
i guess something that is applicable? i checked the dictionary, but they don't have an adjective form...\n\nmaybe you should ask your friend? or the teacher/lecturer :)
736976
It means to elaborate.\n\nTo add details, as to an account or idea; clarify the meaning of and discourse in a learned way, usually in writing.
327503
31 words isn't a lot to write. If your partner won't do anything, then tell the teacher, or get a new partner, or refuse to do everything. Either she will come around, or your teacher will  do something. \n\nYou could just act like her and do nothing. Sit around and ask her how the project is comming. If you act like you don't care, she may come around and do some work out of the fear that you guys will fail the project.\n\nWell, that's all I've got. Hope I helped!