Evaluation of PowerPoint Resource for the Lesson Introduction

The process involved in designing a Questionnaire to obtain feedback on my presentation was challenging and contemplative. To design the questionnaire,first of all, I thought of its purpose in relation to discovering the effectiveness of the PowerPoint-presentation-introduction of a lesson.Then I considered the effect that the presentation is supposed to have on the Grade one students, and the learning environment that I hoped to create. Next, I contemplated the type and amount of questions that will provide the most objective and informative responses; the challenge was coming up with the correct combination of questions with which to solicit the appropriate information. Finally, I determined the type of language (vocabulary) used to communicate my ideas.

Since the questionnaire was being specifically created to find out the effectiveness of the PowerPoint presentation-lesson introduction, asking about the students becoming aware of the topic and objectives is significant because it tells if students know what is being done and what is expected of them. Also significant is knowing if students' attention was captivated and maintained since this will determine if students look forward to the other activities of the lesson. Asking about the ways students are expected to carry out tasks will provide information of the learning environment that I actually created and the type of learning context that was observed. Equally finding out about both the suitability of content to the grade level and the learning styles that were addressed will help me to determine if I planned for students' developmental level and their particular preference of receiving information respectively.

In conclusion, the actual process of evaluation (delivering lesson and obtaining feedback) was interesting. Because my peers are knowledgeable of the requirements of a lesson introduction and are constantly trying to improve their practice, they objectively critiqued the presentation. The presentation slides were evaluated as fairly well made but it was thought that I could have stopped the video at different intervals to ask questions in order to find out about the different houses from the students. It was also suggested that I include a shorter video and one that displays key 'house' words as well. As for the activities that the students were expected to carry out, it was suggested that the students be more actively involved. Students, more than likely, know all the different kinds of houses that exist. It was suggested therefore, that having the students do a prerequisite knowledge activity such as identifying the kind of home of different familiar animals can lead them into the other major activities as opposed to a riddle that only requires them to come up with the word 'house'.