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Module 6 - NC II - Presenting Relevant Information - Final
Module 6 - NC II - Presenting Relevant Information - Final
Opportunity 2.0
Acknowledgements
Education Development Center (EDC) would like to thank the staff of the USAID Opportunity
2.0 Program, Philippines local team, and the Technical Education and Skills Development
Authority’s (TESDA) National Institute for Technical Education and Skills Development (NITESD)
through its Curriculum and Training Aids Division (CTADD), whose invaluable insights guided the
adaptation of this curriculum.
Opportunity 2.0 aims to provide opportunities for second-chance education for vulnerable out
of-school youth (OSY) by collaboratively working with TESDA in strengthening its technical
education and training systems to develop, deliver and monitor workforce readiness and
technical-vocational training programs that will prepare large numbers of out-of-school youth
to transition to further education and training, immediate jobs and self-employment
opportunities. In line with this objective, Opportunity 2.0 has developed the Work Readiness
Modules on 21st Century Skills modules which are appropriate for self-directed learning or
modular learning delivery.
The 21st Century Skills Curriculum is an adaptation of EDC’s globally recognized Work Ready
Now. The curriculum addresses the TESDA Amended Competency Standards for Basic
Competencies Integrating 21st Century Skills which were promulgated on July 9, 2019.
This content may not be produced without the permission of Education Development Center or the United States
Agency for International Development.
This curriculum is made possible by the generous support of the American people through the United States
Agency for International Development (USAID). The contents are the responsibility of Education Development
Center, Inc. and do not necessarily reflect the views of USAID or the United States Government.
EDC 43 Foundry Avenue Waltham, MA 02453 Contact: Boston | Chicago | New York | Washington, D.C.
Education Development Center (EDC) is a global nonprofit that advances lasting solutions to
[email protected] improve education, promote health, and expand economic opportunity.
Since 1958, we have been a leader in designing, implementing, and evaluating powerful and
Phone: 617-969-7100 innovative programs in more than 80 countries around the world.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Table of Contents
Summary of Learning Outcomes 4 Module Overview 4 Written Assignments 5 Skills
Demonstration 6 SESSION 1: Gather Data/Information 6
Activity 1: Introductory Activity & Pre-Module Learner’s Reflection 7 Activity 2: Collecting
Information 10 Activity 3: Protecting Confidentiality 16
SESSION 2: Assess Gathered Data/Information 23
Activity 4: Assessing Validity of Data/Information and Data Analysis Techniques and
Procedures 24
SESSION 3: Record and Present Information 33 Activity 5: Studying, Applying, and Recording
Assessed Data/Information 34 Activity 6: Presenting Information, Findings,
Recommendations to Stakeholders 39
SESSION 4: Review and Assessment 50 Activity 7: Review and Post-Module Learner’s Reflection
50 Activity 8: End-of-Module Assessment 54 Key to Correction 57
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
“Information is the oil of the 21st century, and analytics is the combustion
engine.” -Peter Sondergaard, Gartner Research
Module Overview
✍Activity 🕒Recommended
Time
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
✍Activity 🕒Recommended
Time
5. Studying, Applying and Recording Assessed 30-60 minutes
Data/Information
Written Assignments
Please complete all written work in the module. Your skills in this module will be
evaluated through your project. Your project is comprised of the following:
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Skills Demonstration
The following activities will help you develop the knowledge and skills to achieve the
learning outcomes of this module:
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Welcome to Module 6, which will teach you on Presenting Relevant Information for
National Certificate Level II!
Reflect on the quotation at the beginning of the module: “Information is the oil of the
21st century, and analytics is the combustion engine.” What do you think does this quote
mean? (It may be helpful to consider the relationship between oil and a combustion
engine as a starting point.)
In your own words, how does this quote relate to your own experience? Describe a time
when you had to analyze and present data and information.
What do you think is the relation of the quote to this module on Presenting Relevant
Information?
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
This is not a test but is a way for you to see what you already know or do not know about the
topics. You will read a skill that is listed in the left column. Think about yourself and your
experience. Then read the statements across the top. Check the column that best represents
your situation. The results will help you and your teacher know which topics may require more
time, effort and guidance.
Ito ay hindi pagsusulit. Ito ay isang paraan upang malaman mo ang iyong kaalaman, kasanayan
o kakayahan tungkol sa paksang ito. Basahin mo ang mga kaalaman, kasanayan o kakayahan
na nakalista sa kaliwang hanay. Magbalik‐tanaw sa iyong sarili at mga karanasan. Basahin ang
lahat ng mga pangungusap at i‐tsek ang sagot na naaangkop sa iyong sitwasyon. Ang iyong
kasagutan ay magiging gabay mo at ng iyong guro sa pagpapalawak ng iyong kaalaman
tungkol sa paksang ito.
My experience 1 2 3 4
Knowledge, skills and abilities I don’t I have little I have some I have a lot
have any experience experience of
Kaalaman, kasanayan at kakayahan experience doing this doing this experience
doing this. doing this.
Mayroon Mayroon
Wala akong akong akong Marami
karanasan kaunting karanasan akong
sa karanasan sa karanasan
paggawa sa paggawa sa
nito paggawa nito paggawa
nito nito
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
My experience 1 2 3 4
Knowledge, skills and abilities I don’t I have little I have some I have a lot
have any experience experience of
Kaalaman, kasanayan at kakayahan experience doing this doing this experience
doing this. doing this.
Mayroon Mayroon
Wala akong akong akong Marami
karanasan kaunting karanasan akong
sa karanasan sa karanasan
paggawa sa paggawa sa
nito paggawa nito paggawa
nito nito
Describe an excellent
presentation / Mailarawan ang
isang mahusay na presentasyon
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Activity 2: Collecting Information
Objectives:
✓ Collect and evaluate evidence, facts, and information
✓ Explain why collecting information is important
List all the information that you are collecting everyday at your work or at home. Explain
how you use the information that you collected and why it is important for you to collect
it.
Information Where are you getting it? Why is it important? How
are you using it?
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Sharing is Caring
Share your answers to your family and friends. Ask them if there are other information
that they collect everyday at work or at home. Write them on the table below.
Information Where are you getting it? Why is it important? How
are you using it?
Based on your answers and the answers of your family and friends, what type/s of
information is commonly collected? How are they collected? Why are this information
important to be collected?
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
● Knowledge. Information can help you understand the fuller picture of the
situation you are researching or the magnitude of the problem you are trying to
address. Data can help to fill in the details and ground your understanding in
reality.
● Credibility. Information can help ground your ideas, opinions, and research with
reliable facts and figures. Such data is especially important in communicating
with clients, possible donors, instructors, or colleagues.
● Awareness can lead to change. By sharing and contextualizing data for your
audience—whether they are your colleagues, your clients, your classmates, or
your friends and family—you can empower others with knowledge. This
knowledge, in turn, can lead to positive change.
Before you go and start collecting information, here’s a short reading on Data Privacy Act
of 2012 that outlines your rights and responsibilities in ensuring data privacy. This
reading can also be found in Module 6 NC I – Accessing and Maintaining Information.
Excerpt from Module 6 NC I – Accessing and Maintaining Information
from the Work Readiness Modules on 21st Century Skills
by the USAID Opportunity 2.0 Program
Personal information refers to any information whether recorded in a material form or not,
from which the identity of an individual is apparent or can be reasonably and directly
ascertained by the entity holding the information, or when put together with other
information would directly and certainly identify an individual.
Privileged information refers to any and all forms of data which under the Rules of Court
and other pertinent laws constitute privileged communication.
1
Adapted from Center for Community Health and Development. (n.d.). Chapter 3, Section 4: Collecting Information About the
Problem. University of Kansas. Retrieved December 22, 2020, from the Community Tool Box. https://ctb.ku.edu/en/table-of
contents/assessment/assessing-community-needs-and-resources/collect-information/main
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
philosophical or political affiliations
2. About an individual’s health, education, genetic or sexual life of a person, or to
any proceeding for any offense committed or alleged to have been committed
by such person, the disposal of such proceedings, or the sentence of any court
in such proceedings
3. Issued by government agencies peculiar to an individual which includes, but not
limited to, social security numbers, previous or current health records, licenses or
its denials, suspension or revocation, and tax returns
4. Specifically established by an executive order or an act of Congress to be
kept classified.
(a) Be informed whether personal information pertaining to him or her shall be, are being
or have been processed
(b) Be furnished the information indicated hereunder before the entry of his or her
personal information into the processing system of the personal information controller,
or at the next practical opportunity:
(1) Description of the personal information to be entered into the
system (2) Purposes for which they are being or are to be processed
(3) Scope and method of the personal information processing
(4) The recipients or classes of recipients to whom they are or may be disclosed (5)
Methods utilized for automated access, if the same is allowed by the data subject,
and the extent to which such access is authorized
(6) The identity and contact details of the personal information controller or
its representative
(7) The period for which the information will be stored
(8) The existence of their rights (i.e., to access, correction, as well as the right to
lodge a complaint before the Commission)
2
Source: https://www.privacy.gov.ph/know-your-rights/
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
✓ Right to File a Complaint
✓ Right to Rectify
✓ Right to Data Portability
If you feel that your personal data has been used incorrectly, you have the right file a
complaint with the National Privacy Commission. More information can be found in their
website at www.privacy.gov.ph
Teenage birth
rates in the
Philippines
Running tab on
the COVID-19
cases
around the world
Survey results on
the 2016
Philippine
national elections
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 14
Module 6: Presenting Relevant Information (NC II) Learner’s Handbook Let’s Apply: Project
Choose a topic that you will use for research application in this whole module. Use the form
below to take note and plan your research.
What topics are Why is it What questions What are
you interested in important to about the topic do possible sources
researching about? know information you want of data for this
on this topic? answered? topic?
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
In Module 6 for NC I, entitled “Accessing and Maintaining Information”, you read and
studied about the Data Privacy Act of 2012. What do you remember about personal
information and sensitive personal information?
Remember that if you receive an individual’s personal information and sensitive personal
information, you are supposed to keep these confidential.
Source: https://theconversation.com/what-is-classified-information-and-who-gets-to-decide-77832
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Given that research is about sharing and collecting information, it is natural that
confidentiality is an important issue to keep in mind when collecting identifiable data
about a person, such as if you are collecting surveys or interviews.
● Contact lists of participants should be destroyed when no longer needed for research.
● Data collection should be anonymous (that is, the person’s name is not included) if
possible.
● PII (Personal Identifying Information) should be replaced with identification codes (ID
codes). ID codes should *not* include individual’s names or social security numbers.
● Participants should be informed how the information will be used, how it will be stored
and collected, and who will have access to it.
3
Adapted from Research Integrity. (2019, July 1). Human Research Policy Manual 410. Maintaining Data
Confidentiality. University of Nevada, Reno. https://www.unr.edu/research-integrity/human-research/human
research-protection-policy-manual/410-maintaining-data-confidentiality
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Right to be Informed4
Your right to be informed about confidentiality and how the information collected from
you will be stored, used, retrieved and discarded are exercised through consent forms.
These forms are given to anyone from whom the information will be collected, encoded,
and stored.
The consent form contains the information that will be collected as well as how the data
will be used, stored, retrieved and deleted. The respondents have the right to agree or
disagree to give their information through signing or not signing the consent form.
It is important that you ask for this form or look for the privacy statement of the
organization, website, and other platforms before you give out any personal
information.
If you are the one collecting the information, you have the responsibility to inform your
respondents about the information that you will be collecting and how you will use,
store, retrieve and discard the data.
Imagine that you are going to gather data about the health and diet habits of the citizens in
your barangay. You plan to distribute surveys. Your questions will be both quantitative (e.g.,
“how many times do you exercise per week?”) and qualitative (e.g., “what does ‘health’ mean
to you?”).
a) Why might confidentiality be a concern in this research situation?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b) Keeping confidentiality in mind, how will you go about designing and maintaining the
research?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4
Source: https://www.privacy.gov.ph/know-your-rights/
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
c) One of the participants in your survey says she is reluctant to share personal information
because she is worried about confidentiality. What will you tell her? What steps will you
take to reassure her that her personal information is safe?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Pick two (2) topics from your list of the research topics that you have created in Activity 2. List
down possible areas where confidentiality may be a challenge, state the reason why and come
up with ways on ensuring confidentiality on these areas.
Research Possible areas where Why is there a How do you
Topics Confidentiality may be possible plan to ensure
a challenge confidentiality confidentiality?
challenge in this area?
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Sharing is Caring
Share your answers to Let’s Apply: Confidentiality Considerations on your Research
Topics to a family member or a friend. Ask if they see other areas of the topic where
confidentiality may be a challenge. Ask if they have ideas on how to ensure
confidentiality for your chosen topics. Record their answers below.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
YES NO
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook SESSION 2: Assess
Gathered Data/Information
Performance Criteria:
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
🖉 Share an experience when you received an information or data that you think is invalid or
not true.
🖉 What made you think that the information is invalid or not true? How did you find out the
truth about the information?
Ensuring accuracy and validity of data and information is crucial not only in the research process
but also in our life. There are various techniques that you could use in order to assess the
validity of data/information that you have collected or received.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Source:
https://unsplash.com/photos/_Jb1TF3kvsA
As you will recall, quantitative data focuses on concrete, measurable information, such as
numbers, statistics, percentages, etc. Qualitative data, on the other hand, pertains more to
narratives, interviews, personal opinions, etc.
When you encounter data, it is important to know how to analyze it and find meaning.
Quantitative data usually involves statistics, hard numbers, and data that can be counted (i.e.,
“quantified”).
5
Adapted from The Pell Institute and Pathways to College Network. Evaluation Guide: Analyze Data.
http://toolkit.pellinstitute.org/evaluation-guide/analyze/analyze-quantitative-data/
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Step Details
2) Clean your data Check for any errors (for example, compare a handful of
surveys with the data entered in your spreadsheet to check
for consistency).
6) Analyze your You can then practice more advanced analysis of your
data findings, such as correlation (something that indicates a
relationship between two variables, such as weight and
exercise).
7) Display your Share your data analysis in a meaningful way such as a graphic,
findings a chart, or a presentation.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Qualitative data often includes responses to interview questions, opinions, or stories. It is more
fluid than quantitative data and often depends on the context of the research.
Step Details
2) Reduce data -This step might sound counterintuitive, but it is a helpful one.
With data such as interviews, you may have gathered
information that is not relevant to your question at hand.
-Doing so can help to highlight the raw data that you need.
3) Identify Group your data into patterns and themes. These can be
meaningful drawn out in two ways:
themes and
1) Content analysis: coding the data for certain words
patterns
or content, and then interpreting those patterns
2) Thematic analysis: grouping the data into themes that
either grew out of the questions posed in your research
or organically from the answers themselves
4) Draw Revisit the data multiple times. Step back to interpret the
conclusions meaning of your research and how your findings help to answer
your original questions. Identify the implications of your data
analysis.
5) Share data After identifying the patterns, findings, and implications, you
can display your findings through a means such as a graphic, a
chart, or a textual (written) narrative.
Work Readiness Modules on 21st Century Skills | USAID Opportunity 2.0 Program| Philippines Page 27
Module 6: Presenting Relevant Information (NC II) Learner’s Handbook Let’s Exercise:
Analyzing Qualitative Data
Imagine that you are collecting qualitative data from the elders in your community about
formative experiences in their childhood. You have recorded and transcribed hours of
interviews. How will you analyze this data? Fill in the steps of your process in the chart below.
Step Details
1)
2)
3)
4)
5)
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Let’s Apply: Project Worksheet 3 - Data Collection and Data Analysis for
Research Topic
Think about your research topic and answer the following questions:
1. Based on the research questions you listed in Session 1 Activity 2, what type of data analysis
(quantitative or qualitative) will be most effective? Why?
Research Topic 1
Research Data to be Type of Data Why will this data analysis
Question Collected Analysis be effective?
Research Topic 2
Research Data to be Type of Data Why will this data analysis
Question Collected Analysis be effective?
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Let’s Reflect
Go ahead and share your answers above to your family and friends. Ask for their opinion
on the topic. Remember to thank them for their time.
YES NO
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook SESSION 3: Record and
Present Information
Performance Criteria:
3.2 Recommendations are analyzed for action to ensure they are compatible with
the project’s scope and terms of reference
3.3 Interim and final reports are analyzed and outcomes are compared to
the criteria established at the outset
1. Presenting data
2. Citing sources
✶ Citing sources
o Familiarize yourself with the protocol of styles such as APA and MLA
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
You know how to collect information and why it is important. You understand that data
can ground your research or strategy or decision in facts. But how do you apply that
knowledge and share your findings with others? Simply dumping data into a report or a
presentation maker app does not ensure a successful presentation.
Here are some ideas for presenting information in an engaging way. If you follow these
guidelines, your presentation is likely to resonate with your audience in a meaningful
way.
o Have you ever watched a presentation where you were unable to even read
the numbers on a chart? When data is too small, your audience will be left
scratching their heads—and distracted from the heart of your bigger message.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Enhance your information with visuals.
o Offer your information in more than one way. For example, if you are
instructing your audience in how to do something, provide both text
and images.
o Make that you have copyright permission before you use any images.
Website such as Unsplash (www.unsplash.com), Pixabay
(www.pixabay.com), and Wikimedia Commons
(https://commons.wikimedia.org) offer freely usable media files.
o Infographics—a collection of imagery or charts that provides a visual
representation of a subject—can help you communicate an idea quickly
and powerfully. You can do so for free with platforms such as Canva
(www.canva.com) or Piktochart (www.piktochart.com).
Enlist technology.
o If you can, try to incorporate audiovisual elements such as video clips and
sound recordings to engage an audience. Turn on closed captions on any
video that is shown to make learning more inclusive.
o Tablets, laptops, and e-readers can offer individualized learning support
and allow learners to go at their own pace.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Proofread.
o It may sound obvious, but be sure to check for spelling and grammar
errors. (You would be surprised by how many people forget to do this at
their own peril!)
o If you feel like you have looked at your presentation too many times, ask
a trusted colleague or friend to check for typos. Details matter!
How do you best present the information below? Sketch out your ideas in the chart below.
Information Ways to Present the Information
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Sharing is Caring
Go ahead and share your output above to your family and friends. Ask for their opinion
on you ban best present the information or notes that you have gathered. Remember to
thank them for their time.
PowerPoint is a software made by Microsoft that allows you to create presentations, which are
commonly used in professional or academic settings. Within a PowerPoint presentation, you can
add text, images, art, and even music. You can either create a presentation from scratch or start
with one of the software’s templates.
In terms of technical training, there are excellent online tutorials and resources that can orient
you to the basics of PowerPoint.
https://support.microsoft.com/en-us/powerpoint
You can explore the “get started” feature to learn the basics, and then explore topics such as
“design,” “present,” and “animations” for more advanced instruction.
6
Adapted from Microsoft. Tips for creating and delivering an effective presentation.
https://support.microsoft.com/en-us/office/tips-for-creating-and-delivering-an-effective-presentation-f43156b0-
20d2-4c51-8345-0c337cefb88b
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Choose a legible font style.
● Style: Font styles such as Arial or Calibri are simple and can be easily read from
a distance. No one wants to squint during your presentation!
● Size: Try to avoid font sizes smaller than 18.
● Contrast: Use a high contrast between your background color and your font color.
That means choosing a light text on a dark background or a dark text on a light
background. (Stay away from the pairing of certain colors: for example, red and
blue combinations cause eye strain, as do red and green combinations.)
Keep it simple.
Keep it consistent.
● Use the same design style (colors, font, etc.) throughout. Doing so will create
a polished, uniform look.
Use graphics, but sparingly.
● Art or graphics can help to enhance and tell your story. But, if you use images,
find high quality ones (that are free to use), and use them wisely.
● Avoid visual clutter. Less is more.
● Credit your images. (You can do so by adding small text at the bottom of the slide.)
● Details matter. You can use the built in spellcheck feature or explore free online
tools such as Grammarly (www.grammarly.com).
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Study the two PowerPoint slides below. Which one presents information more effectively?
Why?
*Image credit: Pixabay
Slide B
Slide A
Instructions on how to make an omelet in 3 easy steps
How to Make an Omelet
1.Put the eggs in a bowl. Then beat the eggs very 1. Beat the eggs.
Enjoy!
enjoy
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
🖉 Ask yourself if you followed the PowerPoint design guidelines by filling out the checklist
below. If not, then think about how you could improve your presentation next time.
PowerPoint Design Checklist
❑ Keep it simple
❑ Keep it consistent
Sharing is caring
Share your presentation with your family or friends. Ask them for their opinion on
your performance, as well as for suggestions on how to make the presentation
better. Remember to thank them for their time.
Based on the feedback that you have, write your reflections below.
What Went Well Even Better If
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
📄 Key Facts 6.6: How to Cite Sources 7
In order to convincingly present information, you will need to rely on sources. These sources
might include books, articles, quotations, videos, databases, websites, etc.—the list goes on!
Each time you reference one of these sources, you need to cite it—that is, note where it came
from. There are several reasons for doing so:
● You give credit to the person or organization who created or produced the content. ● If
your reader would like to learn more about your source, she or he can easily find it. ● A rich
list of cited sources enforces your argument, research, or opinion. ● By responsibly citing
your sources, you avoid plagiarism, or presenting someone else’s work as your own, which
is not only unethical but can lead to disciplinary action.
There are several different styles of citation. Each has its own rules and guidelines. Some of the
most common are APA (American Psychological Association) and the MLA (Modern Language
Association). You may also come across Chicago Manual of Style.
Each style consists of two main
components:
7
Adapted from Scribbr. How to cite sources. https://www.scribbr.com/category/citing-sources/
8
Source: https://alumni.columbia.edu/content/pacman-behind-scenes-manny-pacquiao-greatest-pound-pound
fighter-world
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
APA (Author’s last Pacquiao, who sleeps a -Poole is the last name of
name, mere three to four hours the book’s author.
publication year) each day, is, according to -The publication year of
some, the “most the book was 2010.
significant boxer to -Direct quotations from
come along” since the book are within
Muhammad Ali (Poole, quotation marks.
2010).
MLA (Author’s last Pacquiao, who sleeps a -Aberia is the last name of
name page mere three to four hours the book’s author.
number) each day, is, according to - The cited text can be
some, the “most found on page xv (the
significant boxer to Roman
come along” since numeral for 15) of the book
Muhammad Ali (Poole (which is part of the
xv). prologue). -In MLA format,
there is no comma between
the author’s name and the
page number.
Full references, on the other hand, are found at the end of a document. (This list may be called
“Works Cited,” “References,” or “Bibliography,” depending on the style.)
Full References
Style Format Example Notes
APA Author’s last name, Poole, G.A. (2010). -The book’s title is
Author’s first/middle PacMan: Behind the italicized.
initials. (Year of scenes with Manny -In the book’s title,
publication). Title of Pacquiao, the only the first letters
work: Capital letter also greatest pound-for- of the first word
for pound fighter in the (and the first word
subtitle. Publisher name. world. Da Capo Press. after the colon) and
proper
nouns are capitalized.
MLA Author’s last name, Poole, Gary Andrew. -All of the words
author’s first name. PacMan: Behind the (except prepositions
Title of Book. City of scenes with Manny such as “in” or
articles such as
Publication, Pacquiao, the Greatest “the”) are
Publisher, Pound-for-Pound capitalized in the
Publication Date. Fighter in the world. title. -The book’s
Cambridge, Da Capo title is
Press, 2010. italicized.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
*Keep in mind that the formatting resources provided above are specifically for books. For
sources such as websites, podcasts, magazines, etc., you will need to consult the style protocol.
The important thing to remember is that each style has its own set of rules to follow—all of
which you can find online.
● Be sure to check which style is required for the document you are writing. (If you are
unsure of which citation style is required, be sure to ask an instructor or someone who
would know!)
● Familiarize yourself with the protocol (or rules) for the style.
● This website provides extensive resources on citation styles:
https://owl.purdue.edu/owl/research_and_citation/resources.html
Every time you include a source, you need to cite it. This rule applies whether you directly quote
or paraphrase (put something into your own words).
If you are… Then you should…
Remember: Even if you are not referring an academic source such as a book or scholarly article,
you still need to cite blogs, YouTube videos, dictionaries, social media, etc. You can find
guidance on how to cite these sources on the website listed above.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Universities and other institutions often use plagiarism checkers to ensure that writers have not
failed to properly cite their sources.
To ensure that you have not missed a citation or paraphrased in a way that it too similar to the
original text, you can run your own work through a plagiarism checker. Many of these are
available online.
2. What are some of the basic differences between APA and MLA styles of referencing? List
three.
3. What other sources should you cite, apart from books and journals?
4. How do you quote a source? How do you paraphrase a source? What is the difference
between the two?
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook Let’s Apply: Project
Worksheet 6 - Citing Your Sources
Find or look up one of your favorite books. Chose a section or line that you want to cite from it.
Practice writing an in-text citation using different styles. An example has been provided for you.
Text I want to paraphrase In-text citation – APA In-text citation – MLA
or directly cite
(Write that sentence here.)
Example: Harry Potter’s Harry Potter’s aunt and Harry Potter’s aunt and
aunt and uncle, Mr. and uncle, Mr. and Mrs. uncle, Mr. and Mrs.
Mrs. Dursley, took pride in Dursley, took pride in Dursley, took pride in
being “perfectly normal, being “perfectly normal, being “perfectly normal,
thank you very much.” thank you very thank you very
much” (Rowling, 1997). much” (Rowling 1).
Using the sources that you have used for your research topic, create full references for them
using the APA and MLA styles.
Source Full Reference - APA Full Reference - MLA
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
YES NO
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Session 3 – Writing Space
Use this space to complete any of the written assignments above or write
any thoughts or ideas that have come to mind about the topic.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Reflect on what you have learned in this module. Write a short paragraph summarizing
what you have learned about Presenting Relevant Information.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
6. Paste pictures of screenshots of your presentation in the box below. You can also
upload your presentation in Google Drive or Dropbox and write the link in the box.
Sharing is caring
Share your presentation with your family or friends. Ask them for their opinion on
your performance, as well as for suggestions on how to make the presentation
better. Remember to thank them for their time.
Based on the feedback that you have, reflect on your presentation below.
What Went Well Even Better If
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
Now that you have reached the end of the module, let us see if you are able to develop the
necessary skills in Presenting Relevant Information. Conduct a self-assessment and complete the
table below.
Statements on my experience, knowledge, skills and Circle YES if you have shown or can do
abilities / Mga pahayag tungkol sa aking kaalaman, the statement, NO if not /
kasanayan at kakayahan Bilugan ang OO kung naipakita o
nagawa mo na ang mga pahayag,
I can… / Kaya ko nang… HINDI kung hindi pa naipakita o
nagawa.
Look at your answers, were there boxes where you circled No? If there are, go back to the
activities in the module that will help you gain the skill identified in the statement. You can also
reach out to your facilitator/trainer to provide you with guidance on what activities you can do
in order to master the skill.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
End-of-Module Assessment
Congratulations for finishing Module 6: Presenting Relevant Information for National Certificate
Level II! At the end of every module you will take a short assessment to see how much you have
learned. It will help you and your trainer identify the knowledge and skills you know and what
still needs reinforcing. The results will not affect your ability to continue in the program.
Structure of the Assessment: It has a total of 10 questions. Some questions are multiple choice
and some questions are true or false. You should choose only ONE answer for each question.
Once you have finished answering the questions, note down any clarifications you want to ask
your trainer.
a. Knowledge a. Kaalaman
b. Credibility b. Kredibilidad
c. Awareness c. Kamulatan
d. All of the above d. Lahat ng nabanggit
e. None of the above e. Wala sa nabanggit
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
3. Researchers should inform participants 3. Ang mga mananaliksik ay dapat
of how their information will be used, sabihan ang mga kalahok tungkol sa
how it will be stored and collective, paggamit sa impormasyon,
and who will have access to it: pagtatago ng impormasyon, at sino
ang may access sa impormasyong
a. True nakolekta.
b. False
a. Tama
b. Mali
4. Qualitative data usually involves data 4. Ang qualitative data ay mga datos na
that can be counted and quantified, nabibilang at nabibigyang-dami
such as percentages, numbers, and tulad ng bahagdan, numero at
statistics istatistika.
a. True
b. False a. Tama
b. Mali
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
8. Identify the in-text citation written 8. Tukuyin sa mga sumusunod ang in-
in MLA style. text citation na alinsunod sa istilong
MLA.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook Key to Correction
5. The manner of
presentation was clear and
well-paced.
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Module 6: Presenting Relevant Information (NC II) Learner’s Handbook
End-of-Module Assessment
1. D – All of the above
2. A – True
3. A – True
4. B – False
5. D – The numerical average of scores for a variable
6. B – False
7. B – False
8. B – (Poole 22)
9. B – False
10. A – True
Congratulations! You have completed the module on Presenting Relevant Information for
National Certificate Level II! You are now ready to conquer the next module.
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