PowerPoint 2016 Instructor’s Manual Page 1 of 9

PowerPoint 2016 Module 4: Finishing a Presentation

A Guide to this Instructor’s Manual:
We have designed this Instructor’s Manual to supplement and enhance your teaching experience
through classroom activities and a cohesive module summary.

This document is organized chronologically, using the same heading in blue that you see in the textbook.
Under each heading you will find (in order): Lecture Notes that summarize the section, Teacher Tips,
Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared
towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation
within the software.

In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.

Table of Contents
Module Objectives 1
PowerPoint 74: Modify Masters 2
PowerPoint 76: Customize the Background and Theme 4
PowerPoint 78: Use Slide Show Commands 6
PowerPoint 80: Set Slide Transitions and Timings 8
PowerPoint 82: Animate Objects 10
PowerPoint 84: Use Proofing and Language tools 12
PowerPoint 86: Inspect a Presentation 14
PowerPoint 88: Create an Office Mix 16
End of ModuleMaterial 18

Module Objectives
After completing this module, you will be able to:

• Modify masters • Use proofing and language tools

• Customize the background and theme • Inspect a presentation
• Use slide show commands • Create an Office Mix
• Set slide transitions and timings
• Animate objects

PowerPoint 74: Modify Masters

LEARNING OUTCOMES
• Navigate Slide Master view
• Add and modify a picture

LECTURE NOTES

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Page 2 of 9 PowerPoint 2016 Module 4

• Define a master as a background of a slide that stores information, including the

position and size of text and content placeholders, text styles, background colors,
effects, animations, and theme colors.
• Show students the three Master views: Slide Master view, Handout Master view, and
Notes Master view.
• Point to each slide layout in the Thumbnails pane. As you point to each slide layout,
help students notice the ScreenTip that appears identifying each slide layout by
name and if any slides in the presentation are using the layout.
• Demonstrate how changes made to the Slide Master are reflected on all slides—for
example, if you place a company logo on the Slide Master, it will be on each slide in
the presentation. The same is true for the Notes Master and the Handout Master.

TEACHER TIP
When working with masters, students might mistake a slide for a master and vice versa. Tell
them to look for the following visual clues: If they are viewing the master, they’ll see footer
placeholders and “Click to edit Master title style” instead of “Click to edit text,” which
appears on a normal slide.

CLASSROOM ACTIVITIES
1. Lab Activity: Open a new presentation. Switch to the Slide Master view. Type My
Presentation in the Footer text box, then show the footers on each slide except for the
Title slide using the Header and Footer dialog box. Change the font, font size, and
alignment of the Title text placeholder using the Mini toolbar, then insert a clip art
image on the Slide Master, resize it so that it is small, and place it in one of the corners of
the Slide Master. Create five slides with information of your choice, then view your slide
show and notice that the information you entered one time on the Slide Master appears
on every slide in your slide show. Discuss what type of information it would be useful to
include on a Slide Master.

2. Group Activity: Break the class into small groups, and then have each group share their
results with the rest of the class when finished. Ask students to create a new custom
layout that they feel should be a “standard” layout in PowerPoint. In other words, ask
students to create a layout that they feel they would use often. The directions on how to
create a custom slide layout are in the box on page PowerPoint 75.

PowerPoint 76: Customize the Background and Theme

LEARNING OUTCOMES
• Apply a slide background and change the style
• Modify presentation theme

LECTURE NOTES
• Define a background of a slide as the area behind the text and graphics. The
background can include a background graphic, which is an object placed on the Slide
Master.
• Explain to students that they can change the background style, which is a set of color
variations derived from the theme colors, and that theme colors are a set of 12

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PowerPoint 2016 Instructor’s Manual Page 3 of 9

coordinated colors that determine the colors for all slide elements in your
presentation. Show how to view the colors associated with theme by opening the
Create New Theme Colors dialog box.
• Remind students that slide elements include the slide background, text and lines,
shadows, title text, fills, accents, and hyperlinks. Refer to TABLE 4-1 on page
PowerPoint 77 to review these elements.
• Using the Ribbon, demonstrate that every theme has its own set of theme colors.

CLASSROOM ACTIVITIES
1. Lab Activity: Create a new presentation, view the Slide Master, then choose any theme
by clicking the Themes button in the Edit Theme group on the SLIDE MASTER tab. Click
the Colors button in the Background group and click Customize Colors. Type a descriptive
name for your theme colors, such as “Pastels,” and then change any or all of the 12
theme colors in the Create New Theme Colors dialog box. (Hint: You do not have to
change all colors.). Notice how the preview in the Sample section updates when you
change a color. This preview can also help you identify which elements are which. Save
your changes, then look for your new Theme color set by clicking the Colors list arrow
again and viewing your set at the top of the list.

2. Class Discussion: Demonstrate the Quick Tip listed next to Step 2 on page PowerPoint
77. Point out that they can apply the changes to all slides or only to the current slide.
Mention that they can also reset the background to its original settings. Discuss with
students when it might be beneficial to apply the background style to selected slides?

PowerPoint 78: Use Slide Show Commands

LEARNING OUTCOMES
• Preview a slide show
• Navigate a slide show
• Use slide show tools

LECTURE NOTES
• Discuss using the Slide Show as the last step in creating a presentation and explain
that when a slide show is in progress, the slides fill the entire screen.
• There are many ways to customize a slide show using the Slide Show toolbar.
• Demonstrate how to roll over the Slide Show toolbar buttons, which are
semitransparent and blend in with the background. They become visible when you
rollover them.
• Define annotate as a way to draw on a slide during the Slide Show, and discuss how
this can be a useful tool for the presenter.
• Demonstrate how to use the highlighter tool and the pen tool.
• Review all of the Slide Show commands in TABLE 4-2 on page PowerPoint 79. These
commands help you navigate through a slide show in progress.

© 2017 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
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Page 4 of 9 PowerPoint 2016 Module 4

TEACHER TIP
Explain to students that most presenters find that pressing [Spacebar] or clicking the left
mouse button is the easiest way to move through a slide show.

CLASSROOM ACTIVITIES
1. Critical Thinking: The annotation tools include an arrow, ballpoint pen, highlighter, and a
felt tip pen. What other tools, if any, would you like to be able to use during a
presentation? (Hint: Think about the different types of presentations, for example,
would you like a calculator to use during a financial presentation?)

2. Class Discussion: Remind students that to temporarily hide a slide during a slide show,
right-click the screen, point to Screen, then click Black Screen or White Screen. When
would you want to hide a slide during a slide show? What would make you choose a
White Screen versus a Black Screen?

3. Quick Quiz:
1. Where is the Slide Show toolbar located? (Answer: in the bottom left corner of the
slide window)
2. Which annotation tools are available? (Answer: an arrow, ball point pen, highlighter,
and a felt tip pen)
3. Which view do you typically use when showing a presentation through two
monitors? (Answer: Presenter view)

PowerPoint 80 Set Slide Transitions and Timings

LEARNING OUTCOMES
• Apply and modify a transition
• Modify slide timings

LECTURE NOTES
• Now that students are familiar with slide shows, explain that they can specify how a
slide advances in or out of view and how long the slide remains in view during a slide
show.
• Define slide transitions as the special visual and audio effects applied to a slide that
determine how it moves in and out of view during the slide show.
• Define slide timing as the amount of time a slide is visible on the screen.
• Refer to FIGURE 4-7 to point out the Transition icon, which is visible in the Thumbnails
pane when a transition is associated with a slide.
• Refer to FIGURE 4-8 to point out the Slide timing information, which is visible in Slide
Sorter view and which lets you know now long that slide will be visible on the screen. Be
sure students notice that the Transition icon is visible in Slide Sorter view as well.
• Refer to FIGURE 4-9 and discuss the buttons on the Recording toolbar, which you can use
to practice giving your presentation and save recorded timings based on your run
through of the presentation.

© 2017 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
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PowerPoint 2016 Instructor’s Manual Page 5 of 9

TEACHER TIP
Point out to students that if they use lots of graphics, their slide show may slow down,
especially if they are using an older computer. Large graphics require additional memory
resources from the computer.

TEACHER TIP
Encourage students not to use too many sound effects. Typically, sound effects are not
appropriate in formal or professional presentations.

CLASSROOM ACTIVITIES
1. Class Discussion: Under what circumstances would you want to use a sound in a
presentation? (Hint: Think through all the different venues for presentations: a pep rally,
a sales meeting, a children’s museum, a record label company).

2. Lab Activity: Ask students to read the box on page PowerPoint 81 regarding “Rehearsing
slide show timings.” Ask them to partner with a classmate and create a short, five-slide
presentation on an interest that they share. Once they have created their presentation,
ask them to record how long it takes to give their presentation. Ask them to then give
their presentation to the class, also recording the timing. Was the timing the same or
different?

1. Quick Quiz:
1. How do you view a transition associated with a slide when you are in Slide Sorter
view? (Answer: click the Transition icon under the slide)
2. Which up arrow in the Timing group on the TRANSITIONS tab do you click when you
want to increase how long a slide will be visible? (Answer: Duration)
3. Where are two places you can look to see if a slide has a transition associated with
it? (Answer: the Thumbnails pane and Slide Sorter view)

PowerPoint 82: Animate Objects

LEARNING OUTCOMES
• Animate objects
• Modify animation effects

LECTURE NOTES
• Define animation effects as those that let you control how the objects and main points in
your presentation appear on the screen during a slide show.
• You can animate text, pictures, sounds, hyperlinks, SmartArt diagrams, charts, and
individual chart elements.
• Animations are organized into four categories: Entrance, Emphasis, Exit, and Motion
Paths.
• The Entrance and Exit animations cause an object to enter or exit the slide with an
effect.
• An Emphasis animation causes an object visible on the slide to have an effect.
• A Motion Path animation causes an object to move on a specified path on the slide.

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Page 6 of 9 PowerPoint 2016 Module 4

TEACHER TIP
As with all elements in a slide show (sound, transitions, pictures, and so on), remind
students to use animations thoughtfully and prudently. Explain that too many animations
can detract from the main message and can actually make the presentation seem
unprofessional. Point out again how important it is that every element on every slide have a
purpose and the purpose should always support the main goal of the presentation.

CLASSROOM ACTIVITIES
1. Lab Activity: Open an existing presentation that you have created in this class. Choose a
few slides that have both text and graphics, and apply a different animation to each item
on the slide. Make it as silly as possible, with a variety of animations and graphics and
text coming in, in an unusual order. Switch over to Slide Show view, and view your
presentation.

2. Classroom discussion: Remind students that they should always rehearse their slide
show, and if possible, rehearse your presentation in the room and with the computer
that you will use. As a class generate a checklist to prepare for a presentation. The
following are some questions that might be included in the checklist:
• Is PowerPoint or PowerPoint Viewer installed on the computer?
• Is your presentation file on the hard drive of the computer you will be using? Try
putting a shortcut for the file on the desktop.
• Do you have a backup copy of your presentation file on a removable storage device?
• Is the projection device working correctly? Can the slides be seen from the back of
the room?
• Do you know how to control room lighting so that the audience can see both your
slides and their handouts and notes? You may want to designate someone to control
the lights if the controls are not close to you.
• Will the computer be situated so you can advance and annotate the slides yourself?
If not, designate someone to advance them for you.
• Do you have enough copies of your handouts? Bring extras.
• Decide when to hand them out, or whether you prefer to have them waiting at the
audience members’ seats when they enter.

PowerPoint 84: Use Proofing and Language Tools

LEARNING OUTCOMES
• Spell check a presentation
• Translate slide text

LECTURE NOTES
• Demonstrate how to use the Spell Checker in PowerPoint.
• Use FIGURE 4-12 to discuss the Spelling pane.
• Explain to students that PowerPoint checks their spelling as they type. Have students
read the information in the box titled “Checking spelling as you type” on page
PowerPoint 85.

© 2017 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
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PowerPoint 2016 Instructor’s Manual Page 7 of 9

• Remind students that they still must always read and proof their work because the
Spell Checker does not check for punctuation, grammar, or word-usage. Students
must do that manually.
• Show students how to access the Microsoft Translator. Explain this feature is helpful
when they have text in one language that they want to translate to a different
language.
• Use FIGURE 4-13 to discuss the Microsoft Translator box.

TEACHER TIP
Students cannot be reminded enough how important it is to proofread their work. Be sure
students understand they absolutely cannot just rely on the Spell Checker program. Tell
students it is a good idea to have a trusted friend or colleague review a presentation for
grammar and spelling before giving the presentation publically because a fresh pair of eyes
can often find mistakes that they overlooked.

CLASSROOM ACTIVITIES
1. Lab activities: Have students create a short presentation (five to eight slides)
with intentional spelling and grammar errors. Have students exchange their
presentations with a partner. Have partners proofread the presentation and
correct the errors. Have partners go over each other’s presentations together to
see if all the errors were corrected.

2. Class discussion: When the PowerPoint Spell Checker finds a word it does not
recognize, you have the option of adding that word to the dictionary. Discuss
when you might want to add a word to the dictionary and when you might not
want to. What are the advantages of adding a word to the dictionary? What are
the disadvantages? Should you add the word if you are working on a shared
computer? Why or why not?

3. Class discussion: Ask students why it is critical that a presentation be error-free.

Discuss why the audience may not be able to take the presentation content
seriously if it is riddled with errors. Have the class develop a checklist of things
to look for in a presentation to make sure it is error free and as consistent as
possible. The list might include the following:
• Have I read every slide for spelling errors?
• Have I read every slide for grammar errors?
• Have I been as concise as possible?
• Do all of the elements on my slide enhance my presentation and
support the main objective of the presentation?
• Is the placement of my heads consistent from slide to slide so that as I
move from one slide to the next the heads do not seem to jump?
• Have I limited the number of fonts I am using? Are the fonts readable?

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Page 8 of 9 PowerPoint 2016 Module 4

PowerPoint 86: Inspect a Presentation

LEARNING OUTCOMES
• Modify document properties
• Inspect and remove unwanted data

LECTURE NOTES
• Discuss the concept of inspecting a presentation for any information that should not be
shared with the general public, such as company employee names and so on.
• Use FIGURE 4-14 to discuss the Property panel. Point out information that might be filled
in automatically, such as the Author information, based on information associated with
the computer. Tell students if they do not see their name in the Author text box, they
can select the text that is there and replace it with their name.
• Define the Document Inspector as a tool that looks for hidden data and personal
information that is stored in the file itself or in the document properties. Examples
include presentation notes, comments, ink annotations, invisible on-slide content, off-
slide content, and custom XML data. Use FIGURE 4-15 to discuss the various components
that the Document Inspector inspects for.
• Define metadata as specific data about the presentation, such as the author’s name,
subject matter, title, who saved the file last, and when the file was created.
• Use the box titled “Digitally sign a presentation” on page PowerPoint 87 to discuss digital
signatures and when you might want to sign a presentation with one.

TEACHER TIP
Point out to students that a read-only file is one that can’t be edited or modified in anyway.
Explain to students that earlier versions of PowerPoint may not support the read-only
feature. Students should use the Check Compatibility feature for unsupported features.

CLASSROOM ACTIVITIES
1. Quick Quiz: Matching
1. Digital signature A. Check for simple design, concise text, and
so on
2. Inspect a presentation B. Author, when file was created
3. Metadata C. Can locate and remove metadata
4. Evaluate a presentation D. Created using computer cryptography
5. Document Inspector E. Check for personal information stored in file
Answers: 1=D, 2=E, 3=B, 4=A, 5=C

2. Quick Quiz: Matching

1. Read-only A. To check for unsupported features
2. Mark as Final B. Can be deleted with Document Inspector
3. Run Compatibility Checker C. Shows file location
4. Document Properties pane D. Creates a read-only file
5. Off-slide object E. Cannot be edited or modified
Answers: 1=E, 2=D, 3=A, 4=C, 5=B

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PowerPoint 2016 Instructor’s Manual Page 9 of 9

PowerPoint 88: Create an Office Mix

LEARNING OUTCOMES
• Create and Insert an Office Mix Publish an Office Mix

LECTURE NOTES
• Office Mix is a free add-in application which in integrated directly on the PowerPoint
Ribbon with its own set of tools located on the Mix tab.
• You can create and then interactive content onto the slides of your presentation.
• Once created, you can publish it to the Office Mix website or the cloud to share.

CLASSROOM ACTIVITIES
1. Group Activity: Have the students think of any subject which appeals to
them and create a custom interactive quiz that can be presented in Slide
Show view or uploaded to the Office Mix website.

End of Module Material

• Concepts Review – Includes screen identification, multiple choice, and matching
questions.
• Skills Review – Provides additional hands-on exercises that mirror the progressive style of
the lesson material.
• Independent Challenges 1, 2, and 3 – Case projects that require critical thinking and
application of the module skills.
• Challenges increase in difficulty, with the first being the easiest (with the most step-by-
step detailed instructions). Independent Challenges 2 and 3 become increasingly more
open ended.
• Independent Challenge 4: Explore – Using a real world focus to apply the module skills,
students create documents that will benefit their everyday lives.
• Visual Workshop – A practical, self-graded capstone project that requires independent
problem solving.

Top of Document

© 2017 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.