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Proposal template

Transcript: The Impact of Self-Grading on Middle School English Students’ Writing Skills Angelica Smith - University of Maryland Abstract Superficial teacher feedback on writing assignments combined with little to no student effort to reflect on any feedback keeps students from the opportunity to refine essential metacognitive skills. Previous research indicates that self-grading is an effective strategy for students to practice metacognitive awareness. After 9 weeks of instruction incorporating either self-grading or providing traditional teacher feedback for reflection on writing assignments, gains of 85 seventh graders’ writing scores for organization will be analyzed to determine the extent to which the metacognitive experience of self-grading improves performance. Empirical evidence should help teachers ascertain whether the time-consuming practice of self-grading is valuable to student learning. Statement of Problem Peer- and Self-assessment are not as widely practiced as they could be because teachers' goals are to save as much time as possible and to ensure grade accuracy for all students. Logistical, pedagogical, and metacognitive benefits of peer- and self-assessment were contested and needed to be put to the test. Students don't reflect on teacher feedback on writing assignments and miss out on opportunities to refine metacognitive skills necessary for learning. Significance The proposed study contributes more knowledge about the benefits of self-assessment on student learning The proposed study helps teachers ascertain the value of incorporating self-assessment into their regular practice in improving performance, despite how much time is required for planning and preparation. Research Foundation The Impact of Self- and Peer-Grading on Student Learning Philip M. Sadler and Eddie Good After a Supreme Court decision in favor of peer-grading in classrooms, Sadler and Good decide to put benefits of self- and peer-grading to the test that are of teacher interest (p. 13) Participants included four middle school science classrooms Issues of interest: Student grades as substitute for teacher grades Student grading as a tool for student learning Results: High correlation between teacher and student grades Bias within student grading in self- and peer-assessment Self-assessment students made most gains in test scores Rationale for Proposed Study Test familiarity could have effected results Realistic assessment to determine student learning Research Questions / Hypotheses To what extent does the experience of self-assessment (training and process) impact students' writing organizational skills? Students who participate in self-assessment will improve their writing organizational skills significantly more than comparison students. Methods Participants 113 students in 4 sections of seventh grade English and their teacher No previous instruction on concept being taught during data collection Same age-range as students in original study / Studying different content Measure Scoring Guide for Writing - five or six traits writing rubric; traits include: Ideas & Content, Organization, Word Choice, (Voice,) Sentence Fluency, and Conventions; scores range from 1-lowest to 5-highest. The proposed study will target scores in Organziation. Different from measure in original study in that it is county-/teacher-designed, not student-designed, and assessess aspects of writing instead of science. Procedure All students receive instruction on the Well-Developed Paragraph (WDP) formula: a tool students are required to use to structure WDP's when writing literary analysis. 2 sections in control group (receive traditional teacher feedback on writing assessments); 2 sections in experimental group (trained and participate in self-assessment process) Of the four WDP's written to assess mastery of reading and writing skills, organization scores for first and fourth WDP will be collected. Data Analysis To what extent does the experience of self-assessment impact student's writing organizational skills? Descriptive statistics (means and standard deviations) are calculated in both groups for the first and fourth WDP. Gains from first to fourth WDP are calculated, and mean gains are found. t-test is conducted to determine the significance of the gains in both groups. EDHD 662 Fall 2012 Awareness of progress and performance Ability to modify strategies mid-task Evaluating Reference Sadler, P. M., & Good, E. (2006). The Impact of Self- and Peer-Grading on Student Learning. Educational Assessment, 11(1), 1-31. Assess final product Evaluate strategies used Planning Monitoring Theoretical Foundation: Metacognitive Regulation Selecting strategies Choosing/acquiring resources

Business Powerpoint

Transcript: By: Mikayla Robinson "Kay's Kakes" is a boisterous bakery full of life and color. We enjoy satisfying everyone’s sweet tooth with a variety of treats. Product Market _____________________ We are seeking $50 thousand dollars to start the production of our grocery store line by using half of the profit to pay commission to grocery stores that agree to start selling our products in stores. Then the last $25 thousand to heighten our production values to have extra product to ship out. We expect to provide an exit within 2 years by a dividend of excess profits. “Kay’s Kakes” makes a variety of sweets from full sized birthday cakes to mini rainbow macaroons. The company produces the following products: • Cakes • Cookies • Cupcakes • Pies • Bread • Pastries Presently, our “Rainbow Cheesecake” is in the maturity stage. It competes primarily on its appealing color scheme and its unique taste. Our future plans include developing a cheesecake for the freezer section for customers to purchase from their local stores and enjoy at home any time within the next year. Management We have competitive advantage because of our low cost producer status. 50lb bags of flour only cost about 45 dollars, which can make about 3 dozen cakes or 6 dozen pastries. Customers Product Pricing The greatest risks associated with our business today are fluctuating food prices and slow days of business. We feel like we can overcome these risks because of our outstanding training in our customer service skills. Our biggest recognized opportunities include serving our various customers including our celebrity guest. _____________________________________ "Kay's Kakes" identifies our business market as a manufacturer. Our market is growing: Our total market size was approximately $250 thousand over the last 4 months and is expected to grow by 20% in the next 5 years. Competitors Business Risks _____________________ The vision of "Kay's Kakes" is to be the #1 selling bakery in all the east coast. After that we plan on expanding some properties to the mid west and the west coast so everyone in the US can enjoy our treats. Kay's Kakes Overall Goal The management team is led by Chief Executive Officer Mikayla Robinson who founded “Kay’s Kakes” in the year 2015. She previously worked in Starbucks and in her Church’s One Family Café. ________________________________ _________________________________________ We appeal to everyone who wants to liven up a party, show their appreciation, or just craves a good cupcake. With our signature style of colorful flare we draw in people of every age. Find more information about us on our web page at file:///media/removable/TRAILMIXTAP/Mikayla's%20Stuff/Headings_Mikayla%20Robinson/Business%20Webpage/Homepage.html ___________________________ Mission Statement Capital Requirements We compete directly with Carlo’s Bakery in New Jersey and Georgetown Cupcake in our Nation’s Capital and alternatives to our product include smoothies, frozen yogurt and fruit popsicles to satisfy a customer’s sweet tooth while remaining healthy.

Proposal Powerpoint

Transcript: - Sleep apnea, snoring, and insomnia - Lung, liver, and heart disease - Stroke, blood clots, inflamed veins - Various cancers - Additional health issues Solutions - "Freshman 15" - College students gain, on average, 12 lbs - Lack of exercise, sleep, and water - Excessive amounts of alcohol, stress, and junk food - Semi-annual health seminars - Health book - Healthier snacks made more available Health Book - No seminar equals no awareness - Students just don't care - Without health book, information is unavailable - Students may not have tools or materials to succeed - Personal health is at risk - Better access to fruits/veggies - Even amount of healthy VS unhealthy - Encouragement/promotion of healthier snacks Statistics Consequences Students gain more than knowledge - You can be unhealthy at any weight - "Freshman 15" is completely preventable - Make your health a top priority - Week-long event for students - Exposure to healthy alternatives - Boosted morale and physical health - Excessive eating in college students, leads to weight gain - Problem that continues to grow - Years of extensive research to back the issue - Integrated into school handbook - Guide for students - Personal health made easier Introduction Longterm Health Snacks by: Jonathan Lopez & Krissian Hargreaves Flaws of Solutions - Practical for institution budget - Beneficial to faculty as well - Increased student academic performance Undergrad Food Consumption Explanation Health.com Health Seminar (continued) - Majority gain between 12 - 37 lbs - 76% of females & 33% of males stress eat - less than half do at least the minimum amount of recommended exercise - 26% do not exercise at all - Cost of specialist for seminars - If seminar is not made mandatory, students may neglect to attend - Cost of handbook, not utilized - Students may not gravitate towards healthier options Conclusion Health Seminars

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