Veronica W.
April 11, 2007
On Saturday, March 2nd, I attended the CAG conference and the session titled, Novel Curriculum Leads to Brilliance. The presenter, Margee Fuller, is a classroom teacher. Ms. Fuller’s presentation was focused on Dr. Sandra Kaplan’s strategies for differentiation. This presentation was definitely advanced and in my opinion without training attendees would have had a difficult time following the presentation. Luckily, I have been trained in using Kaplan’s strategies to differentiate instruction, but unfortunately my friend who was attending the class with me had not been through the same training. The advanced level of knowledge needed for this course was not stated in the description. Even with the amount of training I have this class contained too much information for one session.
The class started by quickly reviewing the icons for depth and complexity and the content imperatives. After this quick review the instructor focused on how to use the icons for depth and complexity and the content imperatives to differentiate the types of questions you ask to your students. For example, a standard question might be: Whose house did Goldilocks go into? A higher level question, using the icons for depth and complexity, might be: Draw conclusions about Goldilocks’ character using the details from the story. Ms. Fuller pointed out the difference in questioning when using the icons opposed to a “knowledge” type of question.
What I found the most interesting about this session was how Ms. Fuller phrased her questions when using the icons. For example: How does Goldilocks’ break-in effect her character development? This question uses the ethics icon, but the word “ethics” is not used. She showed many different ways that you can word questions when applying the icons for depth and complexity. After quickly reviewing the content imperatives, the instructor asked us to pair up and write questions using the icons and content imperatives. For example: How did the contribution of the heroes of the civil rights movement lead to new laws? After working on our questions for a few minutes the instructor wrapped up her presentation.
One thing that I took from this session was that you can use the icons and content imperatives, but you do not have to necessarily use the word directly related to the icon. I wondered why the instructor pushed us to use multiple icons and content imperatives within one question. I believe that having such a layered question might become confusing to students. Overall, I felt like this session covered a lot of material with very little scaffolding for the teachers who have limited training.
Article By Wendy K.
“Let’s Bring Back the Fun and Enthusiasm to Teaching Our Children”
-John DeLandtsheer
John DeLandtsheer presented the idea of having “fun” learning activities throughout the day that motivated the learner. After compacting, there would be room for various activities. Below are some activities that DeLandtsheer shared, and if you would like, I can copy the actual pages for you as well.
“Facts in Five”
Students are given five minutes to complete a grid. Random letters are places in the five boxes on the left side of the grid, across the top are categories such as states, colors, names, characters, etc. Students are challenged to think of a word that fits into each box where the letter and the category converge. During this class, Veronica and I also thought of our study on ancient cultures and that we could have each culture across the top: China, Rome, Greece, etc. or we could place our areas of focus for one culture across the top: Geography, Social Structure, Daily Life, Religion, Government, etc.
“TABA- Concept Development”
Inductive:
Students brainstorm 30+ words about a selected topic.
(this can be whole-class, group or individual)
Give students a break, and then brainstorm 30 more words independently.
Again, give a break, and ask students to try to come up with 30 more words.
Deductive:
Students study their list of 90 words and attempt to place words under 3 to 5 categories. They need to first determine their categories and assign a color to each. As they study their words, they place a colored label next to each for grouping.
Next, students create a classification diagram. They will choose about 8 words to use in their classification. Example above
Article By Wendy K.
“XTREME Math Games, Taking Math to the Extreme”
-Nancy McGuire, San Marcos, USD
Using math games to differentiate instruction for your whole class using games with dice and cards. Students use these games to refine basic operations, fractions, decimals, integers, algebra, and more. Students are inspired to practice and review math concepts through competition and “fun”!
www.boxcarsandoneeyedjacks.com
www.xtrememathcom
Sample Game: “Commit and Capture”
Skill: Evaluating Equations, Order of Operations
Players: 2
Cards: Ace-King
Both players have their own gameboards, but players much use the same equations.
Sample gameboard: ____ + ____ x _____ = ______
Step One: Both players take 4 cards from the top of their pile and begin to calculate the greatest possible answer using their card numbers. Once the players place cards onto their gameboards they are committed and cannot rearrange. Once all cards are places, the equations and answers are recorded.
Step Two: Once both players have finished and recorded equations the “capturing” part of the game begins. Players exchange cards and evaluate this new set of numbers. If they evaluate to a greater answer than their opponent, they capture this “score”. If they are equal or less, no additional points are earned.
Article by Joan B.
Teaching Gifted Students in the Regular Classroom
Susan Winebrenner
How do we challenge high-ability learners in a mixed ability classroom?
We need to look at independent learning styles together (kinesthetic, visual etc) and ensure that the pace is dictated by the individual student.
Many teachers believe that GATE children need extra work. This acts as a penalty to students who can complete the daily work in less than scheduled time. What shouldbe happening is that they get individual projects that are paced to their needs.
Compacting. Gate kids should get full credit for what they already know. Teachers should advise students ahead of time of the units of study or history/science standards that are to be addressed. If students test out of this then it will lead to differentiation of the curriculum. Teachers can also turn the study guide into an assessment tool by utilizing several checkpoints of learning while doing. If the GATE child measures up to these benchmarks then extension projects or compacting folders come into play.
One good idea is to generate compacting folders of extension work with the help of the students. A questionnaire can be given to GATE students at the beginning of the year that elicits from them their learning styles and interests.. Ideas for these folders can be purchased from vendors if needed. This choice of compacting allows GATE kids to “tune-off” from teacher and engage their multiple brain channels.
Remember that a GATE student does not just turn on the brain once or twice a week!
These suggestions allow teachers time to work with more needier students whilst not diluting the curriculum for GATE students. It also prevents resentment from other students who can have the same access to the extension materials when they are finished. It also shows administrators that the needs of GATE students are being met.
Joan B.
Beginning Differentiation using the Icons of Depth and Complexity
Michele Rosati.
“Even if you are on the right track you will get run over if you just sit there.”
Will Rogers
I have always wondered if using Icons is appropriate in third grade and also how I would start to implement these strategies. This tutorial showed me how. The lesson started off with an introduction to each icon then a lesson on how to use them.
The presenter reminded us that the icons would raise thinking in the classroom.
A lesson was given using Humpty Dumpty – the nursery rhyme. All of my children knew this and it made the introduction easier to model. These were the icons used.
Language icon – rhyme, rhythm, beat, alliteration etc
Detail Icon – paying attention to how he fell. I.e. A GREAT fall. Does great mean fantastic or huge?
Patterns icon – it is written in 4-line verse. What other patterns do you see?
Rules icon – it is a nursery rhyme so it has short words, rhythm and rhyme etc.
Connect this to rules in the classroom or home.
Ask where or when rules can be broken. E.g. in an emergency. Or in the name of poet e e Cummings where it has no capital letters for first names.
Big idea icon – why was this written? What is the message?
Ethics icon – can be good or bad. Did someone try to help him? Did he want to be helped? The story can be stretched to incorporate more ethics.
Multiple Perspectives – Whose point of view was it written from – narrator? What is your point of view for what happened?
Across disciplines – Historians – what is a nursery rhyme and why written? Is he really an egg? Technology – research who Humpty Dumpty really is. Writing – write your own nursery rhyme form this point in history. Rewrite the rhyme from another viewpoint.
Unanswered questions icon – What are they?
** Did you know that Humpty Dumpty was a canon used in the Civil War in England?
Article by Marcia D.
Good and Bad Gifted Programs
Judith Roseberry led an outstanding panel of experts in the field of gifted education. The group, made up of Barbara Clark, Sandra Kaplan, Sally Reis, Joe Renzulli, Maureen Neihart, Marcia Gentry and Del Siegle, was asked questions about gifted programs. Several of the panelists felt that one of the greatest changes was that the view of giftedness had broadened to look at human potential, creativity and motivation as part of the package. The question was posed: do we look at potential or productivity? This brought about further discussion as to whether a non-performing gifted child should remain in a program. If a child does not use his gifts, should he be asked to leave the program to make way for a child who might benefit and produce? No definitive answer was determined.
Another aspect of the gifted education continuum was mentioned. How do we nurture kids in the first 3 years of life? This is such an important time in the neuroplasticity of the brain that if left unaddressed any gifted potential may not be realized.
Dr. Kaplan threw out the idea that differentiation has come to be seen “as folly.” Have particular practices in education lost their value? Differentiation has become part of mainstream education and no longer is strictly in the purview of the gifted. It was also stated that the district must determine what they are identifying for and then provide the appropriate program that goes with it.
On the problem of underachievement, it was pointed out that it may not be entirely the fault of the student. At times, children are “underproducing because they are being under taught.” This has become an epidemic as programs attempt to be all things to all children in the name of fairness.
Finally, Dr. Neihart mentioned that what we really want for our children are the following:
Resources
Intimacy
Competence
Health
In all, it was an excellent session and one that should be repeated in CAG conference agendas in the coming years.
Plenary Session with Del Siegle
One of the major threads running throughout the conference was the importance of providing an educational environment where students learn authentic information and produce authentic products for a real audience. Dr. Del Siegle made it one of the focal points of the plenary session that informed educators about various aspects of instruction. He mentioned many times that in order for gifted students to dedicate themselves to a subject and come up with a product that they had to feel it would be looked at, appreciated and recognized by real people.
Understanding the population the school district has chosen to serve is where the planning for program design must begin. Is it “school gifted” that is to be served or “creative producer gifted?” Once that has been determined, the structure of teaching must follow a certain path in order for there to be success in the classroom. The first step is to assist students in falling in love with the subject matter. Next, they must help them to develop skills and discipline to succeed. The teacher then develops into a mentor and a resource at this point, rather than the one who spoon feeds the information to students. Finally, the children develop the talent they have and become responsible for their own educational experiences.
Because gifted students do not always love learning everything, they need to know why they are learning certain things. Making it relevant is helpful to engaging these students. It is not always a matter of academically challenging the gifted, but making the instruction intellectually stimulating. The importance of realizing that it is not a quest for mastery, but a search for meaning that is at the center of successful experiences for the gifted. Many mastery people look upon ability and IQ as being interchangeable. They think that in a child who shows mastery, the IQ must be high since they have shown they have the ability to understand the information. This is a superficial look at giftedness.
Another observation that Dr. Siegle touched upon was that we spend an inordinate amount of time trying to remediate weaknesses and not enough time developing strengths. He pointed out that we need to informally identify some of the more obvious students early so that the child can know about their giftedness. Not enough people discuss giftedness with the gifted. The child then develops the thinking that it is forbidden to talk about and is also a bad thing rather than a blessing.
The idea of challenge can be confusing to gifted students. Sometimes they do not have to work hard to do what some consider to be quality work. The easy “A” is not earned. They need to know that it is their ability that has earned the “A” along with a bit of stretch and struggle. The interesting aspect of this is that they may be used to things coming easily and will look upon hard work as a reflection of their inability—that they are dumb.
(This is only a short summary of what was presented.)
Marcia D. April 2007DESIGNING RIGOROUS AND COMPLEX CURRICULUM FOR GIFTED LEARNERS
Presented by Richard M. Cash Ed.D
Reviewed by Katie P.
In this session at CAG, I was reminded that gifted-high ability learners need more rigor not just enrichment. I was struck by Dr. Cash’s statement that, “Differentiation takes place before the students arrive. It is our purposeful planning that is the differentiation. We then craft a good, rigorous lesson for our students.” He further explained that student’s couldn’t perform complex tasks without scaffolding by the teacher.
Richard Cash and Dianne Heacox Ed.D (Differentiating Instruction in the Regular Classroom: How To Reach and Teach all Learners grades 3-12) are working together to help teachers:
- Know what complexity and rigor are in light of the need of the gifted.
- Understand that gifted and talented learners demand advanced levels of complexity and differentiation of learning.
- Change their teaching as the students become more autonomous.
- Design tiered lessons reflecting differing levels of rigor.
Knowing that we want our students to end up relating to big ideas or abstract concepts is achieved through the content we teach. Cash went on to explain the difference between complexity and rigor noting that all kids should be required to think at higher levels, but our gifted students need to work with ambiguous concepts, analyze and synthesize more, and complete multiple step problems.
For more information, contact Richard cash at www.nrichardconsulting.com
USING MATH ICONS TO PROMOTE MATH CONCEPT DEVELOPMENT
Presented by Melanie Montgomery, Palmdale School District
Reviewed by Katie P, SDUSD
Are you looking for a way to ratchet up your math lessons? Whether your district uses math modules or state adopted materials, to teach grade level standards, math icons will stimulate student thinking about mathematical concepts.
Ms. Montgomery pointed out that as members of society we are bombarded with symbols in our daily lives. For example the Golden Arches, Apple, and the Nike Swish, trigger thoughts of fast food, computers, and sports. Continuing with the concept of using a symbol to trigger a thinking skill, Ms. Montgomery designed 9 “icons” to encourage mathematical thinking. The icons were developed around basic concepts found in mathematics and can be used across the grade levels. They include: Application, Balance, Conversion, Expressions, Extensions, Imbalance, Inquiry, Proofs, and Strategies.
If you were looking at balance, you could look at the symbol/concept relationship, and ask students key questions like: “Are ____ and ______ worth the same amount?” or “What makes _____ symmetrical?” Using the icon strategies we may ask students “Which strategies are relevant? Irrelevent?” or “What words helped you?”
If you are familiar with the other icon cards for depth and complexity and content imperatives, you know that the backside of the cards are rich with ideas, key terms, and links to other contents. The same is true of the Math Icon cards. If you would like more information, contact Melanie at mmontgomery@jtayloreducation.com or missmontgomery@adelphia.net. Sets of icon cards can be ordered through www.jtayloreducation.com for very reasonable prices.
Newsletter Article from CAG
March 3, 2007
Santa Clara, CA
Submitted by Joyce A.
At the Saturday morning Plenary Session, the keynote address was delivered by Dr. Del Siegle, Associate Professor of Educational Psychology in the Neag School of Education at the University of Connecticut . Before earning his doctorate, he taught fifth through eighth graders in Montana . He currently serves as the incoming President of the National Association of the Gifted. He speaks easily, gently and in a modest tone. It was very easy to listen and learn from him.
The following bullets are the highlights that I gleaned from his address. He started with the premise that one size does not fit all in the gifted and talented world. During his keynote, he discussed the importance of recognizing student strengths and the implications that doing so has on talent development.
***There isn’t an all-purpose gifted kid.
***There are two types of giftedness: schoolhouse and creative producer.
***Taken from Bloom, there are three steps for every GATE teacher to follow:
-teach students to love their field of learning
-develop skills and discipline
-help students to make a unique contribution
***There is no 1-size-fits-all GATE curriculum.
***Gifted students don’t always want to learn everything. They often say, “I don’t want to be challenged, I want to be intellectually stimulated.”
***GATE teachers should service the strength that brought the child to them in the first place.
***Students need to know about their giftedness.
***GATE students need support and encouragement throughout their lives.
***GATE students, through guidance from their teachers, must learn to take their gifts and turn them into talents. Newsletter Article from CAG
March 3, 2007
Santa Clara, CA
Submitted by Joyce Abrams
Spotlight on Scholars: Building Success was the theme of the 45th annual CAG Conference held in Santa Clara on March 2-4. Close to 2,000 educators and parents attended.
Susannah Richards, an Assistant Professor at East Connecticut State University and a doctoral graduate of the Renzulli/Reis University of Conecticut NEAG School of Education, offered a session on Books as Mentors for Upper Elementary and Middle School Students. As literacy has vaulted to such a hysterical importance in our educational system, the content of this session seemed to address a philosophical slant to why we emphasize reading that isn’t often addressed. Good readers in the upper elementary grades and middle school are looking for “friends” and “mentors” in the material they read. They’ve already learned the basics (identify main idea, draw conclusions, question, etc.), their comprehension is good and they’re ready to roll.
We as teachers have the authority, position and ability to provide our students the direction they need to discover and develop their knowledge, interests and talents through their reading. Ms. Richards is a vociferous reader. She reads to find herself. She encourages teachers to use interest surveys that will help choose books for use with students, that will serve the same purpose.
The relationship between a book and a student must be considered carefully. Will the book help the student identify or develop an interest in a real problem? Will the book guide the student through a discovery? Would, for example, a biography provide a mirror for a student to reflect on his/her life and himself?
If we teach the skills needed to read successfully, then we must provide the next step to our able readers.
Newsletter Article from CAG
March 3, 2007
Santa Clara, CA
Submitted by Joyce A.
Spotlight on Scholars: Building Success was the theme of the 45th annual CAG Conference held in Santa Clara on March 2-4. Close to 2,000 educators and parents attended.
Susannah Richards, an Assistant Professor at East Connecticut State University and a doctoral graduate of the Renzulli/Reis University of Conecticut NEAG School of Education, offered a session on Books as Mentors for Upper Elementary and Middle School Students. As literacy has vaulted to such a hysterical importance in our educational system, the content of this session seemed to address a philosophical slant to why we emphasize reading that isn’t often addressed. Good readers in the upper elementary grades and middle school are looking for “friends” and “mentors” in the material they read. They’ve already learned the basics (identify main idea, draw conclusions, question, etc.), their comprehension is good and they’re ready to roll.
We as teachers have the authority, position and ability to provide our students the direction they need to discover and develop their knowledge, interests and talents through their reading. Ms. Richards is a vociferous reader. She reads to find herself. She encourages teachers to use interest surveys that will help choose books for use with students, that will serve the same purpose.
The relationship between a book and a student must be considered carefully. Will the book help the student identify or develop an interest in a real problem? Will the book guide the student through a discovery? Would, for example, a biography provide a mirror for a student to reflect on his/her life and himself?
If we teach the skills needed to read successfully, then we must provide the next step to our able readers. This CAG session empasized that “you may have opened this book expecting to find answers, but the truth is that it is actually a book about questions.”
Spotlight on Scholars: Building Success was the theme of the 45th annual CAG Conference held in Santa Clara on March 2-4. Close to 2,000 educators and parents attended.
Susannah Richards, an Assistant Professor at East Connecticut State University and a doctoral graduate of the Renzulli/Reis University of Conecticut NEAG School of Education, offered a session on Books as Mentors for Upper Elementary and Middle School Students. As literacy has vaulted to such a hysterical importance in our educational system, the content of this session seemed to address a philosophical slant to why we emphasize reading that isn’t often addressed. Good readers in the upper elementary grades and middle school are looking for “friends” and “mentors” in the material they read. They’ve already learned the basics (identify main idea, draw conclusions, question, etc.), their comprehension is good and they’re ready to roll.
We as teachers have the authority, position and ability to provide our students the direction they need to discover and develop their knowledge, interests and talents through their reading. Ms. Richards is a vociferous reader. She reads to find herself. She encourages teachers to use interest surveys that will help choose books for use with students, that will serve the same purpose.
The relationship between a book and a student must be considered carefully. Will the book help the student identify or develop an interest in a real problem? Will the book guide the student through a discovery? Would, for example, a biography provide a mirror for a student to reflect on his/her life and himself?
CAG Articles by Jessie
Has there ever been a student in your class with an interest in some topic that you didn’t share? Have you ever had a student who asked questions about a topic that you knew nothing about? Of course, we all have. Susannah Richards showed us how to become facilitators for our students in using books as mentors. Richards challenges us with this question, “As educators and parents how do we help children discover and develop their diverse interests and talents?” This mentorship will help students pursue the interests they are passionate about and hopefully become the individuals they want to be.
A mentor is a living, breathing person who is specialized in a domain, has experiences in that field with trials and errors to show for it, and most importantly help us find a path to explore. Unfortunately, we cannot always find this living, breathing mentor to help all our children in their pursuit for knowledge and understanding of a topic.
Teachers need to facilitate students in locating the information, not find it for them. Susannah Richards uncovered numerous types of books with mentor potential plus selection criteria to meet the student’s needs. Richards is a book critic who reads about a thousand books every year. She knows books and would be able to guide any student into the right set of books for any topic. The end of her session was a whirlwind of book titles and websites, but all in all, she was an enthusiastic and knowledgeable speaker with a lot of wisdom to share.
Character Education through Musical Comedy
CAG, March 2007 By Jessica
John Heath
www.badwolfpress.com
Musical plays can do wonderful things for the learning community in a classroom. John Heath states there are six beneficial aspects to plays:
- They spark the learning process
- Build camaraderie
- Integrate curriculum
- Create parent involvement
- Cross language and learning barriers
- Provide for interactive, rewarding learning
Putting on a play may seem anxiety driven; however, it does not have to be. The point of a play is not to spend a lot of money and put on a Broadway Show. Rather, for character building, small skits and scenes can be used in the regular classroom. They can be done for a small audience. Students do not need to memorize lines or dress in costumes. The point of the play is that everyone participates and learns from the curriculum.
Heath states that it is better to think on a smaller scale if a teacher has never put on a theatre production before. Teaching students is at the heart of any production. Curriculum comes first.
Teachers can write short plays and skits with their class. An easy way to create skits for character education is to use fairytale characters. Most students are familiar with fairytale characters and their storylines. Ethics is an area of class discussion to build character. Key issues for plays that lead to ethical conversation are:
- The Golden Rule
- Having courage to do what you think is right
- Difference and tolerance: Don’t judge a book by its cover
- Patience
- Honesty
- Regret
- Forgiveness
- Anger
- Bullies
- Responsibility
Skits and plays will not be perfect. Heath recommends teaching to a song, since songs are catchy and students learn them quickly. Lyrics can be made up to karaoke music. Plays will be what teachers put into them. For those teachers who have funds to spend, Bad Wolf Press sells many plays that are scripted and come with a music CD. Character Education is one of their plays. Whether teachers write their own play or purchase one, keep it simple, and have fun.
Students Are Never Too Young To Be Researchers! by Jessica
IIM: Independent Investigation Method
Presented by:
Virginia Morse and Amy Rettberg
CAG, March 2007
The Independent Investigation Method (IIM) is a teaching model that guides primary students in the research process. IIM teaches young children to do content area reading, integrated learning, thematic units, and the rules of plagiarism.
Teachers must check state standards and consider student interest when planning an essential question to guide a research unit. Once this has been done, there are seven steps to be followed in the research project.
The 7 Steps
IIM has seven steps that offer a structure for success as well as freedom for individual differences.
Step 1: topic
Step 2: goal setting
Step 3: research
Step 4: organizing
Step 5: goal evaluation
Step 6: product
Step 7: presentation
Written products can be a student book, letter, fact card, brochure, poem, song, etc. Teachers can differentiate based upon the needs of the students in the class. For more information, visit www.iimresearch.com.
Margee Fuller who claims to still be, “in the trenches,” gave an enlightening session on how to write leveled questions to ensure that all students work consistently at their instructional level. She distributed handouts with a “Menu for Question Design” and taught us how to tier our questioning by using more than one element of differentiation in any subject so that all students are challenged. Fuller is an expert with the icons. The elements of differentiation were based on combining Bloom’s Taxonomy, Icons, and research skills. Everyone struggled a little when we had to write our own questions using the menu, but she assured us that in a few years, it will come naturally, just as it does now for her. She showed us how we can use the questioning that is already written in our textbooks and delve deeper using the menu. The handouts will be helpful when creating my own questions until I become more comfortable with this work.
CAG Session Summaries by LeAnn L.
Teaching Homework: An Effective Method of Differentiation
Victoria Olivadoti
Imagine students turning in complete homework daily, finishing long-term projects early, parents watching their children do their homework without the nightly battle or hand-holding. It can be a reality according to the Homework Doctor, Victoria Olivadoti.
Setting up a system that is simple is key to homework success. In Victoria’s classroom all students have binders that are labeled on the inside pocket “complete” and “incomplete”. Students have a pencil pouch and a planner. This system works best if used daily and consistently.
Students have many different reasons for not turning in homework. We need to look at what we give to students to do and how we teach them to do the at-home assignments. One of the most common reasons for not turning in assignments is the student’s fear of failure. They think that if I don’t turn it in then I am not accountable for having it perfect. This perfectionism paralyzes our students.
Victoria’s books are aimed at students, parents, and teachers and will help the individual student learn time management through backwards planning assignments. This technique helps the person conceptualize time and realize a sense of urgency about tasks that previously would either have been late or left undone.
For further information on purchasing her books or setting up a seminar contact Victoria Olivadoti at vicki@homeworkdoc.com.
Using Hyperlinks to Unleash the Power of PowerPoint-Del Siegle
Del Siegle presented at CAG 2007 on ways to enrich student learning through PowerPoint. He encourages teachers to look beyond creating teaching presentations to having students use programs like PowerPoint to “transform students from receptacles of knowledge to active producers who make decisions about how to direct their learning and productivity”.
Presentation software is a powerful tool when students can use it to reflect their understanding. Siegle stressed that it is okay to let students play with the software and teach the teacher. In fact, learning from the student is a natural progression due to the time constraint we teachers have.
Many of the topics demonstrated in this session include:
- Hyperlinks-what it is and why we want them
- Clip art-how to manipulate
- How to create moving objects
- Adding video and music
- Creating animated effects
- Word Art and how to put pictures in a word
- How to access Microsoft’s 1000’s of clipart
- How to Photoshop pictures in PowerPoint
- How to move text on top and behind objects
- How to lighten or darken a picture to make improve text appearance
No matter what level of experience you walked in with this workshop gave you tips and tools to help create more powerful and more interesting a lot less boring PowerPoints!
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