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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
PowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelines
• 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
PowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelines
• 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
PowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelines
• 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
PowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelines
• 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
PowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelines
• Some examples…
PowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelinesPowerPoint guidelines
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
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 Oral discrimination Conditioned by signs 12 wks: contingency
play Peekaboo 6 mos: object
constancy
Trust vs. mistrust
Autonomy vs. dependency
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 Oral discrimination Conditioned by signs 12 wks: contingency
play Peekaboo 6 mos: object
constancy
Trust vs. mistrust Caregiver’s
response Needs gratification Turn taking
Autonomy vs. dependency
Physical psychological
Merton’s Typology of Prejudice & Discrimination
Discriminates?
Merton’s Typology of Prejudice & Discrimination
Discriminates?
UnprejudicedNondiscrimina
tor
Discriminates?
UnprejudicedNondiscrimina
tor
PrejudicedDiscriminator
Merton’s Typology of Prejudice & Discrimination
Merton’s Typology of Prejudice & Discrimination
Discriminates?
UnprejudicedNondiscrimina
tor
PrejudicedDiscriminator
PrejudicedNondiscrimina
tor
Merton’s Typology of Prejudice & Discrimination
Discriminates?
UnprejudicedNondiscrimina
tor
PrejudicedDiscriminator
PrejudicedNondiscrimina
tor
UnprejudicedDiscriminator
CANALS
More immigration from Europe
Chinese
Hispanic colonization
Native removal
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