Using PowerPoint Effectively – or Not Examples and Guidelines for the effective use of PowerPoint Slide is too busy Color not effective

Using PowerPoint Effectively Using PowerPoint Effectively – or Not– or Not

Examples and Guidelines for the effective Examples and Guidelines for the effective use of PowerPointuse of PowerPoint

•Slide is too busy

•Color not effective

Well, here’s a lot of text…Well, here’s a lot of text…

One of the benefits of this model is that it allows us to see the importance of an integrated course and to know when we have one and when we do not. To illustrate this point, let me describe an extreme case of a un-integrated or dis-connected course.

Imagine a course in which the teacher says s/he wants students to (a) “learn all the important content” and (b) “learn how to think critically about the subject.” These are the learning goals. But when you examine what actually happens in class, it is a straight lecture course (this is the “teaching/learning activity”). This creates the first problem: the teaching/learning activities are NOT aligned with the learning goals. The students might be able to learn the content from the lectures, but they definitely are not getting practice and feedback in learning how to think critically.

Now notice the dilemma this teacher faces when s/he attempts to write the mid-term or final exam. S/he can legitimately ask “understand and remember” questions, i.e., content-related questions. But should s/he include thinking questions or not?

If s/he does, the assessment part of the course will be properly connected to the learning goals. But the students will do poorly because they have not had the appropriate learning activities for critical thinking; hence there will also be a disconnect between the learning activities and any assessment on critical thinking.

Less text, but…Less text, but…

One of the benefits of this model is that it allows us to see the importance of an integrated course and to know when we have one and when we do not. To illustrate this point, let me describe an extreme case of a un-integrated or dis-connected course.

Imagine a course in which the teacher says s/he wants students to (a) “learn all the important content” and (b) “learn how to think critically about the subject.” These are the learning goals. But when you examine what actually happens in class, it is a straight lecture course (this is the “teaching/learning activity”). This creates the first problem: the teaching/learning activities are NOT aligned with the learning goals. The students might be able to learn the content from the lectures, but they definitely are not getting practice and feedback in learning how to think critically.

• Overall design Use complementary colors

Contrast text with background

Don’t let the background distract

Provide harmony and balance

Use plenty of white space

Consider slide transitions

PowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelines

• Overall design

Use complementary colors

Contrast text with background

Don’t let the background distract

Provide harmony and balance

Use plenty of white space

Consider slide transitions


• Overall design - continued Limit information on each slide

Blank the screen if it distracts from discussion

Toggle the B or W key on the keyboard

Use color to

Organize information

Enhance meaning

Avoid bells and whistles that detract from content


• Text: Make it readable Limit number of lines per screen

Break sentences into lists

Use phrases; omit unnecessary words

Use large size: ≥ 24 point

Use upper and lower case

Use novelty fonts sparingly


• Text: continued Reveal points as you cover them

Animate text to give visual cues

e.g., one contrasting view

e.g., another contrasting view

e.g., up

or down

e.g., out of a picture

Be consistent with your animations


• Use visuals where appropriate Images: See CELT or Google images

http://www.ipfw.edu/celt/

Charts: import or use PowerPoint built-in charting

Animation: use PowerPoint or Flash (see CELT)

Videos: insert or link to external source – e.g., YouTube

Concept mapping: see CELT


http://www.ipfw.edu/celt/

• Some examples…


Premise:Premise:

Both as individuals and as Both as individuals and as a species, humans are a species, humans are fundamentally social.fundamentally social.

Prehistoric evidencePrehistoric evidence

Law of survival on the savannah: Law of survival on the savannah:

“ “There is safety in numbers.”There is safety in numbers.”

n (n-1) 2

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1 2 3 4 5 6 7 8 9 10 11 12 13

Common Sense Survey ResultsTrue False

93

7

28

72

31

69

69

31

28

72

97

3

55

45

52

48

76

24

62

38

69

31

79

21

90

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1 2 3 4 5 6 7 8 9 10 11 12 13

Common Sense Survey ResultsTrue False

Stages of Primary Socialization

Age

George Herbert Mead

Jean Piaget Erik Erikson

0-2

Egocentric Initially no

separation Reflexes

dominate 6-8 wks: social

smiling 12 wks: turn

taking 5-6 mos.: tickling

Sensorimotor Trust vs. mistrust

Autonomy vs. dependency


Age

George Herbert Mead


0-2


separation Reflexes




Sensorimotor Oral discrimination Conditioned by signs 12 wks: contingency

play Peekaboo 6 mos: object

constancy

Trust vs. mistrust



Age

George Herbert Mead


0-2


separation Reflexes




Sensorimotor Oral discrimination Conditioned by signs 12 wks: contingency

play Peekaboo 6 mos: object

constancy

Trust vs. mistrust Caregiver’s

response Needs gratification Turn taking


Physical psychological

Merton’s Typology of Prejudice & Discrimination

Discriminates?


Discriminates?

UnprejudicedNondiscrimina

tor

Discriminates?


tor

PrejudicedDiscriminator



Discriminates?


tor


PrejudicedNondiscrimina

tor


Discriminates?


tor


PrejudicedNondiscrimina

tor

UnprejudicedDiscriminator

CANALS

More immigration from Europe

Chinese

Hispanic colonization

Native removal

Documents

Using PowerPoint Effectively – or Not Examples and Guidelines for the effective use of PowerPoint Slide is too busy Color not effective