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PowerPoint Designer finds key terms and concepts for which there are illustrations, and displays these illustrations on various layouts. Illustrations are taken from the Office 365 icon library.

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Constructor can convert text e.g. lists, processes  or timelines  , in an easy to read SmartArt graphic.

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PowerPoint Designer finds on slide images, charts,  and tables  and offers several options for their placement to create a holistic layout with a spectacular design.

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If you don’t have ideas on design, this can be due to various reasons. First of all, do this.

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Use the theme that comes with the PowerPoint app (not a custom one or downloaded from other sources).

Other problems are described below to resolve them.

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Headline  or Title and Object.

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Add no more than four photos to the slide (in JPG, PNG, GIF or BMP format). Their size must be at least 200 x 200 pixels.

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Apply a type layout to the slide Title and Object.

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Since PowerPoint Designer is a relatively new service, it still needs to be improved. If the PowerPoint designer cannot offer a really useful idea, he does not show them at all. We are working hard to create great ideas for the design of slides with various contents.

And, of course, if you do not need this service, you can always disable it. To do this, select the items File > Parameters > Are common  and uncheck Automatically show design ideas.

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  Note:   This page is automatically translated, so its text may contain inaccuracies and grammatical errors. It’s important for us that this article be useful to you. Was the information helpful? For convenience also (in English).

The collection of slides collected in one file form a presentation. One presentation can have any number of slides.

A presentation is a set of slides, combined by the ability to move from one slide to another and stored in a common file.

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FROM using PowerPoint, you can create a linked sequence of slides, which, in fact, is called a presentation. All slides are stored in one file.

The whole process of developing a presentation can be divided into several stages:

Development of presentation structure

Create individual slides Create a linked slide sequence

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Demonstration Planning

Open Presentations

POWERPOINT is a Microsoft Office RFP component designed for professionally creating images, slides, presentations and viewing them on a computer screen.

Presentation is a complex of interconnected slides, the change of which is configured according to customer requirements.

Presentation Creation Algorithm:

1. Call Microsoft Office PowerPoint 2007- Start - Programs - Microsoft Office - Microsoft Office PowerPoint 2007.

2. Make the current presentation slide blank : The Layout command from the Slides group of the Home tab on the Ribbon. In the "Office Theme" window, select the Empty slide (or any other):

3. Creating a slide backgroundmade using the Design tab (two ways):

1 way: Choose a theme for the design of the slides - group "Themes". By choosing

2 way. Create your own background - Background group, Background styles team. The background format is configured in the Background Format window, which is called by the Background Format command in the Background Styles list. You can select the type of fill (Solid, Gradient, i.e. with a smooth transition of one color to another, Pattern or texture), its color, etc.

presentation, paste the caption on the slide (select the area for text) and paste the text from the clipboard, make sure that the cursor is in the caption.

5. Formatting selected text - group Font or Paragraph

6. - Resize letters - commands “Increase font size” or “Reduce font size ”- Change the distance between

lines - the command "line spacing"

7. - Move the text area to another location you can, if you select the area with the mouse and find such a cross, then move the area with the mouse while holding the left button.

Resize text area you can select it with the mouse, hover over one of the 8 markers at the borders of the region, and get

double arrow ↔, move the cursor with the left button pressed.

8. Inserting graphic images - group Illustrations of the Insert tab on the Ribbon:

- Figure commandcalls the "Insert Picture" window, where you can select a file with an image - Insert.

The Clip command invokes the Clip area. In the "Search" area, type a keyword to search for images and click the "Start" button. From the displayed images, select the desired one and select it with the mouse.

9 . . Graphic Settings - tab “Work with drawings. Format ": (see below)

Select a graphic object, after which a new tab "Format" will appear. - - Using the commands of the "Format" tab, you can:

° change the picture brightness, contrast,

° repaint the picture,

° change the display style of the picture:

various

° crop part of the picture, rotate the picture.

° move picture to front or

background (if there are several objects on the slide)

° and the like

Office applications

10. Work with shapes (auto-shapes):

- Insert figure - the “Shapes” command from the “Illustrations” group of the “Insert” tab on the Ribbon.

- Select a shape, move the cursor to the slide, select the area where the shape is drawn.

- You can draw any shapes, rotate them, group (while holding the Shift key pressed, select all shapes, context menu - group - group).

- Selected shapes can be formatted using the commands in the Drawing Tools tab. Format ”(see below).

11. Adding a new slide:Create Slide command of the Slides group of the Insert tab. In the "Theme" window, select "Any slide layout."

12. Change

sequence and sequence of slides: in the "Slides" area, select a slide and drag it to another place with the mouse

13. Creation

governing

Select a figure from the "Control buttons" list, which is called up by the "Shapes" command from the "Illustrations" group of the Insert tab on the Ribbon.

  Evgenia Korkunova
  Financial Literacy Project Little economist

Purpose: Promoting financial education and upbringing of preschool children, creating the necessary motivation to increase their financial literacy.

1) to expand the knowledge of children about the occurrence of money, about what served as money for ancient people;

2) develop memory, attention, speech, stimulate the activity of children;

3) to educate the essence of such moral categories as frugality, frugality and honesty.

Equipment, didactic material: paper for drawing, felt-tip pens, paper and metal money (copies can be made, presentation “Money of the past, present and future”.

Technical training tools: laptop / computer, multimedia projector, screen.

Project Duration: Short Term

Type of project: creatively - cognitive.

Project participants: children of the preparatory group; group educators; kindergarten workers; parents.

STAGES OF WORK ON THE PROJECT.

Preparatory stage

During this stage, preliminary work is carried out:

1) Determining the goals and objectives of the project, collecting material necessary for the implementation of the project’s goals,

2) Prediction of the result, drawing up a plan for joint activities with children, teachers and parents

3) Selection of material and equipment for classes, discussions, role-playing games with children (illustrative, artistic and didactic)

4) Creating a developing environment, making games on the topic, didactic, plot-role-playing.

Collaboration with parents (arranging folders for parents on the topic of the project, a selection of photos, literature. Conversations with parents about the need to participate in the project, about the serious attitude to the educational process in Kindergarten.

Main stage

The objectives of this stage include the implementation of the main activities in the areas of the project:

Activities for working with children:

reading fiction

viewing cartoons and multimedia presentations,

excursions,

observations

painting,

applications

didactic games.

1) Activities for working with teachers and parents:

the use of handouts in accordance with the theme of the project,

use of multimedia presentation,

production of teaching aids and attributes for games

The final stage

At the third, final stage, a generalization of the results of the work is carried out:

1) Production of the album “Shop”, the menu for “Cafe”, other material for story-based role-playing games.

2) Design photo exhibition.

3) Attracting parents to the story-role game "Shop".

Expected results of this project:

Preschoolers gain primary economic experience, study

establish sound economic relations in various fields

life activity;

Parents receive additional knowledge on the economic education of children;

Preschool educational institution will have generalized experience on this

problems;

Educators will receive a system of work to shape the economic experience of children.

1. “In the store” Purpose: To consolidate the knowledge of grocery stores in children.

2. “All professions are important” Purpose: To consolidate knowledge about professions - seller, administrator, cashier, director and their responsibilities.

3. “Money” Purpose: To continue to consolidate children's knowledge of money.

Consultations for parents:

1. "We play with the children."

2. "Plot role-playing games in the life of children"

3. "Plot role-playing game as a means of comprehensive development of the child"

4. "Adults, children, the game"

Artistic activity:

1. Production of signs, checks, invitations to open a store, plastic cards for the game "Shop"

1. The plot - role-playing game with parents "Supermarket"

GCD "Acquaintance with money"

To acquaint children with the money that was with an ancient man to our times;

To acquaint children with money in denominations of 1.2.5.10 rubles, 1.5.10 kopecks;

Introduce concepts: money, coin, bill, ruble, penny;

Teach to establish the ratio between coins and numbers;

To consolidate knowledge about the composition of a number from two smaller numbers and from units;

Learn to make different combinations from an existing set of coins;

Enrich active vocabulary;

Event progress:

Vos: Hello guys. Look who came to visit us?

Children: Cat.

Q: That's right, this is a cat Scientist, he knows everything.

K: Hello guys. Do you like to solve riddles?

D: Hello

Q: Guys, what do you think the cat loves to do?

Answer Options

D: Answer options.

K: And where are we paying money?

D: Answer options.

K: We put them in the wallet,

With them we go to the store. (Money)

Q: Right guys. If only we could get to the store, but you can get with the help of one magic item. What do you think? (Flower - seven colors) Guys, but we tear off and say magic words. Tear off and say the words. "FOUND" in the ancient world.

K: Where do you think we ended up? We got to ancient people. https://www.youtube.com/watch?v\u003dRw4gcroLNBw&t\u003d138s

Q: Guys, what was the money in the cartoon?

D / and: "What when was it?"

Rules: Choose from several pictures that could be money.

Fizminutka: "Orange"

We shared an orange

There are many of us, but he is one.

This slice is for a hedgehog,

This slice is for a shear,

This slice is for ducklings,

This slice is for kittens,

This slice is for a beaver,

And for the wolf. peel.

He is angry with us - trouble!

Run away where to where.

Q: Guys, let’s remember from which fairy tale a flower is a seven-flower?

What wishes did the girl have?

K: Could you do without a flower? How could the wishes of a girl be fulfilled?

Q: We went to buy products:

Milk, sour cream, fruits.

At the checkout we carry everything in the basket.

We are in the grocery. The store

Q: What did the girl think of from a fairy tale?

D: Dolls, bagels, bicycles.

K: Guys, let’s draw with you what the girl can guess.

Drawing with colored pencils the objects that the girl made with the help of a flower.

Cat scientist examines children's drawings.

“Excursion to the store”

Purpose: To continue acquainting children with socially significant buildings

their destination city is the “Products” store;

profession people seller of a grocery store,

Tour progress:

Q: Guys, we will go on an excursion to the store today. Let's remember how we can find out how much a food or toy costs.

children answers

Q: Right. Near the goods there is always a price tag on which the price is written.

What can children sell?

Answers children.

Q: Absolutely, children can be sold bread, milk, candy.

And what do we need to do when we took the goods?

D: Go with him to the cashier.

Q: What is the name of the person who sells products in the store?

D: Seller

Q: Yes, the seller works in the store. In large stores like Victoria, there is a seller and a cashier works at the checkout.

Q: What then do we do?

That's right, take the goods and go to the cashier, pay money, only then you can leave the store.

And where do we get the money from?

Children answers

Q: That's right, we go to work and get them for work. What professions do you know?

Excursion to the store

Q: Guys, what do we see in the store?

D: food, products, tea, etc.

Q: That's right, we see products with you, so this store is called grocery.

Let's buy marmalade with you. We have chosen a product. What should we do next?

D: Go to the cashier and pay.

Q: We leave the store. Who remembered what money we paid?

Q: Guys, whom are mothers already sending to the store?

What do you think will help you buy everything you need in the store?

And what can be done so as not to forget the items that we need to buy?

Children answers

Q: You need to use money carefully so that it is not lost.

The plot - role-playing game "Victoria"

Goal: consolidate children's knowledge

Ministry of Education and Youth Policy of the Stavropol Territory

State budgetary vocational educational institution

Pyatigorsk College of Trade, Technology and Service

(GBPOU PTTTiS)

SOCIAL PROJECT

"FINANCIAL LITERACY"

Project Manager

CHROMATIDI K.M.

2016 year

Project Summary

A social project is a way of expressing the idea of \u200b\u200bimproving the state of society in the language of specific goals and objectives, measures and actions to achieve them, as well as a description of the necessary resources for the practical implementation of the plan and the specific time frame for the implementation of the described idea.

Relevance

In the modern world, more and more attention is paid to personal financial practice, namely financial literacy. In many countries, financial literacy projects are being implemented at the national level. In our country, such proposals are put forward, and the state does not stand aside. At the moment, a number of programs are being implemented: “The State Program for Improving Financial Literacy in the Russian Federation”, “Financial Culture and Citizens Safety”, “Financial Education Project in Russia“ Improving the Financial Literacy of Low-Income Populations “Plan Your Future” ”, and others. The development of this area is mainly due to the fact that financially literate people are more protected from financial risks and unforeseen situations. They can be more responsible for managing personal finances, as well as increase their level of well-being through the rational distribution of costs and budget planning.

The development of a modern market economy presupposes a wide participation of the population in long-term funded pension, insurance and mortgage schemes that help to solve many issues related to pension accumulation, social insurance, education and housing.

Active saving behavior of the population, the use of savings and insurance instruments requires a sufficient level of financial literacy, which allows citizens to actively interact with financial institutions. Recently, there has been an increase in the role of personal responsibility for financial decisions against the background of expanding financial market offers, an overall increase in income and savings of the population, which makes the problem of increasing financial literacy even more relevant.

Improving financial literacy contributes to an increase in the quality of financial services, and enhances the ability of citizens to use financial services more efficiently.

The relevance of this project is also confirmed by a sociological survey conducted in September this year among freshmen at GBPOU PTTTiS on the topic: "Assessment of financial literacy." From the results of the survey it can be concluded that about half of the students consider themselves financially literate people and monitor their personal expenses. But the other half remains, which needs clarification of various financial issues. Thus, this once again proves the need for a special course on financial literacy.

goal project: development, testing, implementation and implementation of a set of educational activities in order to actively attract young people to improve financial literacy.

1. To study the need and ability of students to improve their financial literacy.

2. To study the proposals and structure of financial literacy services in the educational market.

3. Develop financial literacy lessons for different population groups.

4. Conduct a trial cycle of financial literacy classes for students in grades 7–9, and grades 10–11.

5. Based on the results of testing, taking into account all the shortcomings, conduct classes in the orphanage No. 32.

6. Formulate conclusions and suggestions on methods and options for improving the financial literacy of the population.

Project Target Groups:

This project is aimed at children from.

In the framework of the program for orphans, the most pressing issues are personal financial planning, educational loans and bank deposits.

In the framework of the developed program for pupils of the orphanage No. 32, issues of personal financial planning, network marketing and financial pyramids, banking products are considered.

Project Duration

Reduction of financial risks;

Improving financial literacy;

Opening a section on the college website;

Interregional exchange of experience between the club program participants;

Expected Project Results:

Creation and implementation of new leisure and;

Training in financial literacy;

Increasing the number of students participating in financial literacy olympiads;

An increase in the number of orphans with the opportunity to receive affordable quality services of additional education;

Growth in the percentage of teachers interested in the financial literacy club;

Implementation of this project in other educational institutions;

The possibility of cooperation with higher professional institutions;

Exchange of experience with other educational institutions;

Prospects for the implementation of the project.

Possible creation of a virtual club for financial literacy;

Involving students in design and research on financial education issues;

Search for like-minded people, establishing links with other educational institutions of the city, the rapid exchange of experience in order to create a single educational and educational space;

Creation of a club press center;

The final position.

As a result of the project, there is an increase in the communicative culture of the student, which is a very important component in the formation of student consciousness. A decrease in the number of rash financial investments, as well as an increase in the share of financially competent people, will contribute to the development of the financial market, the influx of citizens' investments, the improvement of the quality of products and services offered, the development of small and medium-sized businesses, and employment.

To do this, you need to start exploring the financial market as early as possible, increase financial literacy, gain practical skills in managing personal finances, be able to draw up your personal financial plan, learn the art of saving and investing; it is necessary to form sustainable views that financially literate people are more protected from financial risks and unforeseen situations. They are more responsible in managing personal finances, and are able to increase their level of well-being by distributing available cash resources and planning future expenses.

The skill of solving financial issues, successfully applied at club meetings, can be continued in other situations in the future. Therefore, it is so important to teach behavior in financial decisions of all participants in the educational process, because in the future the club’s work experience can be applied at the city, region and country level.

Profile

Research topic: "Assessment of financial literacy."

A survey is conducted to identify students' need for financial literacy. Please answer a few questions. We ask you to take part in our profile because the opinion of each of you is important to us. It is possible that some answers may be useful to you.

The profile is anonymous, that is, you do not need to write your name.

Rules for filling out the questionnaire: circle the answer that, in your opinion, is more in line with your opinion. Thank you in advance for your work. Filling out the questionnaire will take you 5-7 minutes.

1. Tell me, please, do you keep track of your expenses?

1. Yes, I keep track of expenses.

2. No, I do not keep records.

3. Difficult to answer

2. Please tell me what questions about the financial market do you especially need now?

1. Banking services, in particular obtaining an educational loan.

2. Consultations on personal budget planning.

3. Advice on housing.

4. The functioning of the pension system.

5. Taxation of income of individuals and receipt of training.

6. Other (write) _________________________

7. Difficult to answer.

3. Tell me, please, do you consider yourself a financially competent person?

2. Rather, yes.

3. Probably not.

5. Difficult to answer

4. Please tell me if you need to improve financial literacy?

2. Rather, yes.

3. Probably not.

5. Difficult to answer.

5. Tell me, please, is it necessary to study the basics of financial literacy at school?

2. Rather, yes.

3. Probably not.

5. Difficult to answer.

6. Please tell me in what form is it necessary to study the basics of financial literacy at school?

1. In the form of optional classes.

2. In the form of elective courses.

3. We need financial literacy classes in the subject of economics.

4. We need a separate subject “Fundamentals of financial literacy” in the program.

5. We need educational programs conducted by the main participants in the financial market (the Pension Fund, insurance companies, banks).

6. Difficult to answer.

The project "My budget" is designed to work with students in grades 2-4. It can be used as part of the study of intrasubject modules (in our mathematics we have the module "Problems of the Economy Gnome") or in extracurricular work.

Download:

Preview:

Federal State Budgetary Educational Institution

higher education

"Russian Academy of National Economy and Public Administration

under the President of the Russian Federation "

Western branch of RANEPA

Project

"My budget"

Developers of a pedagogical project:

Gorbunova Elena Vladimirovna

Suslova Irina Nikolaevna

Senior Methodologist RMC  L. L. Karama

Kaliningrad

2017 year

Explanatory note

The project is devoted to the analysis of its budget, the study of ways to save and translate them into practice.

The project is long-term, research, individual,
profile - interdisciplinary;
in content - financial literacy;
by type of design object: practice-oriented.

  Project Justification:In modern Russia, schoolchildren often face the inability to get what they want: parents don’t have enough money to buy all the goods their children need. Therefore, students need to be taught budgeting and shopping planning.

Relevance projectand it consists in the fact that everyone should rationally and competently be able to manage their finances.

Objective of the project:   formation of students' skills to keep records of expenses and income, skills of drawing up an elementary budget

Tasks:

1. To acquaint / consolidate the concepts of "budget", "income", "expenses", "deficit", "surplus", "savings"

2. teach to keep records of income and expenses in the process of self-preparation of the elementary budget

3. To acquaint with the constant growth of needs and limited opportunities

4. To educate students in an economical attitude to the budget

Target group:   students of grades 2-4 (8-10 years)

Project Duration:  3 months

Expected Results:

Personal:

• student readiness for self-development
• formation of motivation for purposeful activity
• ability to set goals and make life plans

Meta subject:

Cognitive:

• the ability to set a learning task,

• the ability to choose ways and find information to solve it and
• structure knowledge gained;
• establish causal relationships,
• the ability to formulate a problem and find a way to solve it;

Regulatory:

• planning - drawing up a plan and sequence of actions;
• forecasting - anticipating the result
• correction - making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the real action and its result;
• assessment - highlighting and understanding by students what has been done and what else needs to be done
• self-regulation as the ability to mobilize forces and energy, to volitional effort

Communicative:

• the ability to enter into dialogue and conduct it, given the characteristics of communication with various groups of people,
•   prove one's judgment;

Subjects:

• understanding of the basic principles of the economic life of society: an understanding of the role of money in the family and society, about the causes and consequences of changes in family income and expenses, understanding and proper use of economic terms;
• mastering the methods of working with economic information, its comprehension; conducting simple financial calculations.
• the acquisition of knowledge and experience in applying the acquired knowledge and skills to solve typical problems in the field of family economics: knowledge of sources of income and directions of family expenses and the ability to draw up a simple family budget;

The project participants are primary school students, therefore, a description of the desired and real situation, identification of contradictions, problem analysis, goal setting, analysis of ways to achieve the goal and planning of the project steps is carried out under the guidance of a teacher. In addition, the assistance of parents is required in the implementation of the project.

I stage (search)

A lesson is held in which the teacher talks about how each student can make a financial literacy project. He conducts a conversation with them and motivates the discussion of the following issues:

Do students have a desire to buy any product?

Can parents always fulfill this desire?

Would they like to help parents solve this problem?

As a result of the conversation, students who want to participate in the project are identified. Each of them tells what specific thing he wants to have and why.

A hypothesis is put forward: can I buy it myself?

Based on this, the goal of the project is formulated:Plan your personal budget to buy the desired item.  Moreover, each participant has his own goal (roller skates, bicycle, smartphone, etc.)

II stage (analytical)

1. To achieve the goal, the teacher encourages students to determine what kind of skates / bicycle / smartphone the student wants, how much they cost. To do this, you need to visit several stores and compare products in them. The teacher gives the children tables to fill out. (Annex 1)

During the week, students (together with their parents) collect, systematize and analyze the necessary information and evaluate the results of this stage of work.

1. It is necessary to predict what income the student will have throughout the project. For this, the teacher also gives the children tables to fill out with their parents. (Appendix 2).
2. Comparison of upcoming income and expenses.

Using materials issued by the teacher (Appendix 3), students and their parents compare their income and expenses.

1. With the help of a teacher or parents, students think through ways to save, the possibility of additional income and draw up an action plan for the near future.

Stage III (practical)

At this stage, students implement the planned steps and perform ongoing monitoring. The teacher observes, monitors compliance with the time frame of the stages of activity, and advises students, if necessary.

Stage IV (presentation)

Students bring their purchases or their photos.

Stage V (control - reflection of activity).

The student captures the weaknesses of the project, indicates the strengths, formulates the reasons for success and failure (difficulties) in the work on the project, offers a way to overcome difficulties (avoid failures) that he encountered while working on the project.

Forms and evaluation system

The work on the project is being completed by summing up: have you been able to achieve your goal or not, have your hypotheses been confirmed, are you satisfied with your work. To do this, all students come forward with their projects. Some students have very interesting and entertaining projects. From which you can identify certain rules for purchases and savings. But there are students who did not cope with the task. It is very important to listen to them and understand the reason. The guys, after listening to each other, are sure to share their opinions. And together they develop memos: “Saving the family budget” and “How to make money and save money”

You can voice plans for the future.
It is important to note that the stages of project protection fully coincide with the stages of development, differing only in conciseness, accuracy and conciseness.

Educational and methodological support

1. Savitskaya, E. V. C13 Financial literacy: a curriculum. Vocational training / E.V. Savitskaya. - M .: VITA-PRESS, 2014 .-- 16 p. (Further education: Series “Learning sound financial behavior”).
2. Savitskaya, E. V. C13 Financial literacy: guidelines for teachers. Vocational training / E.V. Savitskaya. - M .: VITA-PRESS, 2014 .-- 144 p. (Additional education: Series “Learning sound financial behavior”).
3. Savitskaya, E.V. C13 Financial literacy: materials for parents. Vocational training / E.V. Savitskaya. - M.: VITA-PRESS, 2014 .-- 64 p. (Further education: Series “Learning sound financial behavior”).
4. Savitskaya, E.V. C13 Financial literacy: materials for students in basic vocational training programs / E.V. Savitskaya. - M .: VITA-PRESS, 2014 .-- 224 p., Ill. (Additional education: Series “Learning sound financial behavior”).

Internet resources:

Family Budget Magazine Website - http://www.7budget.ru ;

Material and technical support

a computer

calculator

presentation

Applications

Appendix No. 1

Appendix 2

Appendix No. 3

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