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dougmay

Articles: Design - 0 views

moodlesw.aeapdonline.org/...view.php

shared by dougmay on 16 Apr 15 - No Cached
  • The less clutter you have on your slide, the more powerful your visual message will become.
    • rabraham
      rabraham on 16 Apr 15
       
      This is something that will help transform presentations.  Keeping it simple will ensure the audience stays engaged.
  • Instead of a copy of your PowerPoint slides, it is far better to prepare a written document which highlights your content from the presentation and expands on that content.
    • rabraham
      rabraham on 16 Apr 15
       
      This is a great way to keep the talking points limited.  I think it will be great to use with students who are absent for the lessons too.
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      I was glad to see that they still advise giving a document if the thought is to not give out the slide handouts. This is good for students who are absent.
  • You will be able to notice more extraneous pieces of visual data that can be removed to increase visual clarity and improve communication.
    • rabraham
      rabraham on 16 Apr 15
       
      Slide Sorter view helps you to see the big picture of the entire presentation put together.
  • ...57 more annotations...
  • But including a healthy amount of white space sharpens viewers’ focus by isolating elements.
    • rabraham
      rabraham on 16 Apr 15
       
      This is a key element to remember.
    • dougmay
      dougmay on 23 Apr 15
       
      I wouldn't have thought of this, but this slide looks good. The old thought process was to not have extra space.
  • Highlight the key phrases that you will help you rehearse for your presentation
    • rabraham
      rabraham on 16 Apr 15
       
      This is a good step to simplify what the audiences sees and may keep them interested because they can't simply read the rest of the information.
  • Listeners will get bored very quickly if they are asked to endure slide after slide of animation. For transitions between slides, use no more than two-three different types of transition effects and do not place transition
    • suzdohrer
      suzdohrer on 18 Apr 15
       
      I've struggled with using animations for transitions and lists. Now I read it may not be worth it. Yeah, back to basics and keep it simple.
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      I will admit that I never use animations or transitions in any of my presentations. Not even a subtle fade. Not only is it extra junk, but it can add an hour to your development time. The most I do are builds. If I have a slide with an important point that I want to reveal, I will make two copies of the slide, and delete the "revealed" info on the first one. Then when I advance to the next slide, voila, I have a "transition".
    • dougmay
      dougmay on 23 Apr 15
       
      With my students presentations, It sooooo delayed their presentations with all of their animartions and transitions. I, too, kept thinking of these articles.
  • Gill Sans
  • Cut out the extraneous content. Speak to that content when you present
    • suzdohrer
      suzdohrer on 18 Apr 15
       
      This is when I move the cut text or additional text notes to the "Notes" section of the powerpoint, below the slide shot. Then, I like to print-out the slides to show the notes for my presentation.
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      I was thinking that I would be using the notes area much more too. I've even been using it to keep the information of where I got the image on the slide so that I can decide where to add that later.
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      For many people, the notes section is really good. If you haven't tried the presenter view within Power Point, it is worth trying. On your computer, you can see your current slide, the next slide coming up, the notes that you have, and a timer/clock. The audience only sees your slide.
    • ney4cy
      ney4cy on 22 Apr 15
       
      I have done so few PowerPoints but this was a great tip. I will be checking out my notes section and presenter for sure.
  • The blurred backgrounds set off the stark white illustrations for quick visual processing:
    • suzdohrer
      suzdohrer on 18 Apr 15
       
      I do not have an artisticy background, but I now think this blurred background image will be a use ful tool.
  • You can achieve this through consistent type styles, color, image treatment, and element placement throughout the slide deck.
    • suzdohrer
      suzdohrer on 18 Apr 15
       
      Another artistic point of placement and imagery through cohesiveness. I worry that I do not have the natural talent to put this together on my own, but I do see the real difference.
    • chaneline
      chaneline on 19 Apr 15
       
      Some presenters use lots of different colors, fonts and backgrounds.  May it's just because they can and they haven't taken this course.  The visual clutter distracts from the content and decreases the cohesiveness.
    • mrswalker_
      mrswalker_ on 20 Apr 15
       
      I like creating templates using Google Slides to ensure that colors and fonts translate to all of the slides in a deck.
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      We kind of pooh-pooh color and design elements in learning, as though it is just pretty-ness. But, it does have a big effect, and it is worth it to improve one's sense of color combination.
  • If you have a detailed handout or publication for the audience to be passed out after your talk, you need not feel compelled to fill your PowerPoint slides with a great deal of text.
    • mgoodwin5
      mgoodwin5 on 19 Apr 15
       
      I think this is a great point. The more I'm reading about what should (or is appropriate) be on a slide for the best presentations, it is better to have less, than more.
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      Do you think the "after" is important? Is it better to pass it out after or before?
    • ney4cy
      ney4cy on 22 Apr 15
       
      interesting point.At the presentation I attend Monday afternoon the speaker handed out a document before he started his talk. in a way I liked being able to dot notes or highlight an idea or concept I wanted to review more closely later, but on the other hand it was very distracting to be leafing through the document trying to find the page that matched up with what he was discussing. I guess I would say it is better to wait till after your talk is done.
  • Use the same font set throughout your entire slide presentation, and use no more than two complementary fonts (e.g., Arial and Arial Bold).
    • mgoodwin5
      mgoodwin5 on 19 Apr 15
       
      This is something that we stress to our students, since based on what students will usually do is have many different text fonts and sizes. They tend to use whatever looks best for each slide, instead of having the presentation look more smooth and have a togetherness.
    • mrswalker_
      mrswalker_ on 20 Apr 15
       
      I like using two fonts on slides: one to convey the big idea (title) and another to convey the supporting ideas (text).
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      My rule of thumb is no more than two. One for headers, one for text (though I often use the same for each). I use a sans-serif font for my text, and either the same sans-serif font for my headers, or a designer font to communicate a special theme. I never use serif fonts.
    • ney4cy
      ney4cy on 22 Apr 15
       
      Okay,Okay no more Comic Sans
  • Use the same font set throughout your entire slide presentation, and use no more than two complementary fonts (e.g., Arial and Arial Bold).
  • Images can be very powerful and effective if used with careful intention.
    • mgoodwin5
      mgoodwin5 on 19 Apr 15
       
      This is so true. Many times the image used, is what immediately gets the audiences attention and interest. Images are very powerful. i.e. "A picture is worth a thousand words."
    • mrswalker_
      mrswalker_ on 20 Apr 15
       
      I like the idea of using text over images, but it has to be the right image! This creates one image for students to remember, rather than an idea and an image.
  • Lots of extras actually take away meaning because they become a distraction.
    • mgoodwin5
      mgoodwin5 on 19 Apr 15
       
      As goes with the statement, "Less is more." I completely understand that too much can be a distraction for the eye. Too much on a slide, take s away the meaning and I feel it also makes a person wonder what they should focus on, such as what is the most important point I'm supposed to be receiving from this slide?
    • dougmay
      dougmay on 23 Apr 15
       
      Agreed!
  • The first step is admitting that you have a problem
    • mgoodwin5
      mgoodwin5 on 19 Apr 15
       
      Many of my slides in my presentations either look like this, or have started out like this. This is exactly what I need to work on! Eliminating some of the bullet points and a lot of text!
  • Depending on your content, you may be able to convert each bullet point into a separate image on one slide or over several slides.
    • mgoodwin5
      mgoodwin5 on 19 Apr 15
       
      Here is what I'm going to work towards doing. Since learning about Zen, I realize I'm definitely adding too much to my slides, whether it be text or bullets. By using images, or at least less text and bullets, it appears presentations will be much more appealing and interesting to the audience. I really like the idea of using the images instead of any text at all. Then the presenter (me) will expand on the meaning of the image or what it stands for.
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding.
    • chaneline
      chaneline on 19 Apr 15
       
      This point has been huge for me.  I really thought I would want to fill up the slide with information, not any more.  I see the power of simplicity of the white or negative space.
    • mrswalker_
      mrswalker_ on 20 Apr 15
       
      This is a great idea- I like the idea of negative space better than white space. My classroom is really bright so light text on a dark background sometimes works better than white.
  • No audience will be excited about a cookie-cutter presentation, and we must therefore shy away from any supporting visuals, such as the ubiquitous PowerPoint Design Template, that suggests your presentation is formulaic or prepackaged.You can make your own background templates which will be more tailored to your needs.
    • chaneline
      chaneline on 19 Apr 15
       
      This lead me to think about use of a white background.  I was so afraid of it because it seemed boring, but with the use of visuals, a white background can be powerful and increase the interest of the slide.
  • Avoid off-the-shelf clip art (though your own sketches & drawings can be a refreshing change if used consistently throughout the visuals).
    • chaneline
      chaneline on 19 Apr 15
       
      Some presenters overuse cartoon type Clipart, maybe because it's easier, that's what they are used to, they are trying to be funny/cute or they haven't learned the power of a visual image/picture within a presentation.  
    • aboevers
      aboevers on 20 Apr 15
       
      I don't think I will be drawing my own art either!
  • Go through your bullet points and try to highlight the main point of each bullet point. Try to bold only the key parts of each point — limit it to as few words as possible.
    • mrswalker_
      mrswalker_ on 20 Apr 15
       
      Great idea to take it step by step rather than just trying to cut a lot of information at once. 
  • Go through your bullet points and try to highlight the main point of each bullet point. Try to bold only the key parts of each point — limit it to as few words as possible.
  • It is very common for people to “brain dump” all of their ideas or thoughts into “stream of consciousness” bullet points as they create slides.
    • chaneline
      chaneline on 19 Apr 15
       
      I think this happens because you want to make sure that all of the points you feel are important are given to the audience.  It has been one of the most eye opening concepts from this course.  I made note cards for my presentation, rather than putting all of the info on the slide. " Redundancy effect" is powerful!
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      Yes, I had always thought bullet points were a good thing! Oh how wrong I was!
    • ney4cy
      ney4cy on 22 Apr 15
       
      I thought bullet points would be superior to long connected text or narrative on a slide. I really felt it was the most effective way to get your message out. Now I have seen the light!
    • vmcgee
      vmcgee on 23 Apr 15
       
      Me too.  I have been using bullet points extensively all year.  Google slides makes it very easy to do so...
  • The best slides may have no text at all
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      It is interesting to go to presentations while I'm taking this class. I took the ISEA's mandatory reporter training last week and it was an RN on a video with powerpoint slides for 3 hours. Lots of text, the crayon template and a graph that she kept going back to that you couldn't even read due to tiny font. Death by PowerPoint!
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      This is true. It also is somewhat of a curse. You can get to the point where you can't see any presentation without being critical of it :)
    • vmcgee
      vmcgee on 22 Apr 15
       
      Absolutely.  Just today I had to give a presentation to a class on behalf of another teacher.  It had WAY too much text and I had great difficulty keeping the attention of 13 year old students.  I couldn't help but think of this class while presenting.
    • dougmay
      dougmay on 23 Apr 15
       
      In the past, I would have a hard time with no text. My thought was that the slide should do the work. My students did presentations and I kept wanting to critique their slides.
  • Presenters are usually guilty of including too much data in their on-screen charts
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      This can be tricky when you really need to get all of the data in the hands of your audience. What to leave out?
    • ney4cy
      ney4cy on 22 Apr 15
       
      I guess this is where the analog planning is helpful. Along with the elevator test.
  • though your own sketches & drawings can be a refreshing change if used consistently throughout the visuals)
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      I had not thought about the use of your own sketches and drawings. I would be afraid that it would look corny, like the clip art, but I'm also intrigued to try this!
    • ney4cy
      ney4cy on 22 Apr 15
       
      It does sound interesting. I think it would nice to try student drawings too when using this if educators or students themselves.
  • The trick becomes finding just the right image(s)
    • bdoudwaukee
      bdoudwaukee on 20 Apr 15
       
      This is where I feel that I could take hours second guessing my choice of image, or trying to edit it to work.
    • ney4cy
      ney4cy on 22 Apr 15
       
      I agree. I have already been out looking, and I just keep looking and looking. I am hoping it will get easier the more experience I have creating PowerPoints.
    • dougmay
      dougmay on 23 Apr 15
       
      This can seem to take more time than the planning.
  • Use high-quality graphics including photographs.
    • mrswalker_
      mrswalker_ on 20 Apr 15
       
      My students LOVE seeing pictures of themselves in a presentation. I try to use student examples as often as possible to create images for presentations.
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      This is a great idea! Especially for younger students!
  • But boring an audience with bullet point after bullet point is of little benefit to them
    • aboevers
      aboevers on 20 Apr 15
       
      This reminds me of that first video we watched for this class and the gun image. That has stuck with me and it is all because of the image of the gun!
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      I guess this goes to speak of the power of an image.
    • ney4cy
      ney4cy on 22 Apr 15
       
      I just sat through a presentation Monday afternoon on PLCs and Short Data Cycle. The presentaer was very engaging but his PowerPoint was not! Too much text and bullets very few images. I found myself critiquing his slides instead of listening to the message!
  • The right color can help persuade and motivate. Studies show that color usage can increase interest and improve learning comprehension and retention
    • aboevers
      aboevers on 20 Apr 15
       
      Color can do so much, like make you feel stronger/weaker, or energize/soothe. That was why they painted our visiting team locker room pink!
  • This looks like they were going for the full-bleed background image effect but just missed
    • aboevers
      aboevers on 20 Apr 15
       
      One of my classrooms has a projector that is slightly to the right and the image bleeds to the white board behind the screen. It is very distracting for me and my students!
  • in your slide deck
    • aboevers
      aboevers on 20 Apr 15
       
      I have recently heard of a presentation set of slides referred to as a deck, but we certainly do not need 52 slides to present!
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      Well, this depends. Some presenters make one master deck and then "hide" the slides they don't want. For the next preso, they hide different slides. Also, it depends on how you use your slides. If you talk for each slide, then 52 is way to many. But if you are using builds or quick sequences of slides as a substitute for bulleted lists, you can get there pretty quick. My rule of thumb is one slide every two minutes, but I do have one preso with 70 slides in it for a 45 minute preso. It is the exception, not the rule.
    • ney4cy
      ney4cy on 22 Apr 15
       
      At a recent in-service the speaker had 3 PowerPoints open he retrieved slides from different presentations based on our dicussion. It made the informtion much more relevant to our school but at the same time created a distraction when he couldn't find a slide and had to flip back and forth.
  • the golden rule of PowerPoint presentations — always do what is right for your audience.
    • aboevers
      aboevers on 20 Apr 15
       
      Shouldn't the rule state, "Present unto others as you would like presented to you?"
    • Evan Abbey
      Evan Abbey on 21 Apr 15
       
      Ha! Hilarious!
  • add unrelated “decorations
    • aboevers
      aboevers on 20 Apr 15
       
      Keep the idea of purpose in mind constantly.
    • ney4cy
      ney4cy on 22 Apr 15
       
      This is was my typical slide! ALL bullet points.
    • pkmills
      pkmills on 22 Apr 15
       
      Somehow that simple idea got very lost along the way.
  • “Sorry I missed your presentation. I hear it was great. Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you.
    • pkmills
      pkmills on 22 Apr 15
       
      If someone had said this to me, I would have. Now if they say it to me I still will send them the slides. Ha Ha.
  • You can take your own high-quality photographs with your digital camera,
    • pkmills
      pkmills on 22 Apr 15
       
      I ran into soem object that I need for my presentation that were "iffy" for me in the copyright area, so I decided to take my own pictures instead. I feel great about how it turned out.
  • So make sure your slides pass what I call the glance test: People should be able to comprehend each one in about three seconds
    • pkmills
      pkmills on 22 Apr 15
       
      Love this idea. It's a good way for me to see if I am travelling down the right road.
  • Live long and prosper.
    • pkmills
      pkmills on 22 Apr 15
       
      I found out that "Live long and prosper" was added by Leonard Nimoy for character and was based in his Jewish teachings.
  • By getting out of the Slide View and into the Slide Sorter view, you can see how the logical flow of your presentation is progressing. In this view you may decide to break up one slide into, say, two-three slides so that your presentation has a more natural and logical flow or process.
    • pkmills
      pkmills on 22 Apr 15
       
      I used the sticky notes at the begginnig to check the flow of my presentation. I will use the sorter to check the presentation at the end of the creation process.
  • Try to avoid text-heavy (and sleep inducing) slides like this one
    • vmcgee
      vmcgee on 22 Apr 15
       
      I gave a presentation today on behalf of another teacher that was structured much like this slide.  It had too much text and information on it, and I found myself racing to get through it before I lost the attention of my audience.  Afterwards, it completely felt like a waste of time.
  • Not sure what two guys shaking hands in front of a globe has to do with the fertility rate in Japan. Yet even if we were talking about "international partnership" the image is still a cliché.
    • vmcgee
      vmcgee on 23 Apr 15
       
      It seems like I have seen some sort of "handshake" image a thousand times.  It is overused and carries no meaning - which I think defeats the purpose of an image in a slide.
  • An audience can’t listen to your presentation and read detailed, text-heavy slides at the same time (not without missing key parts of your message, anyway
    • vmcgee
      vmcgee on 23 Apr 15
       
      This is probably the topic that has had the greatest effect on my presentations so far.  I have done about 3 different presentations since this course began, and I am now always concentrating on not having my students read slide material while I talk.
  • Very few audiences enjoy paragraph-length bullet points.
    • dougmay
      dougmay on 23 Apr 15
       
      I can't think of anybody, let alone a few people.
  • It’s okay to cover details verbally that are not reflected in your bullet points.
    • dougmay
      dougmay on 23 Apr 15
       
      I am having a hard time adjusting to this thought. In the past, I wanted to include everything in the slides. Now I thinking of it more of an outline for me.
  • & contains watermark
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  • ) Image is of poor quality & contains watermark
  • This introduces distracting visual noi
    • dougmay
      dougmay on 23 Apr 15
       
      Why would anyone do this? How could they think that this is ok?
kmcastaneda

Articles: Design - 1 views

moodlesw.aeapdonline.org/...view.php

shared by kmcastaneda on 18 May 15 - No Cached
  • it is far better to prepare a written document which highlights your content from the presentation and expands on that content. Audiences are much better served receiving a detailed, written handout as a takeaway from the presentation, rather than a mere copy of your PowerPoint slides
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I see how this is a better way to format information.  Any suggestions on adapting this for the instructional format?  Specifically I'm thinking about online courses and flipped instruction.  If I also post the written notes in addition to the presentation, what prompts students to bother with the presentation?  Or do I just need to let it go and be okay with students getting the information in anyway that works fro them?
  • If the photographic image is secondary in importance, then I decrease the opacity and add a Gaussian Blur or motion filter in Photoshop.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      Anyone know if there is a way to do this without Photoshop?
    • Karen Stern
      Karen Stern on 25 May 15
       
      I would like to know this also! I've checked on Atomic Learning as suggested in one of the lessons, but it does not seem easy to navigate.
  • You can then save the PowerPoint file as a Design Template (.pot) and the new template will appear among your standard Microsoft templates for your future use. You can also purchase professional templates on-line (for example: www.powerpointtemplatespro.com).
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      Good reminder!  I want to improve my presentation abilities - not reinvent the wheel.
    • Evan Abbey
      Evan Abbey on 23 May 15
       
      One thing I do is to recycle past presentations. I very rarely every start from scratch. Sure, the objectives have changed, so 3/4 of the presentation might be new, but having some of the slides already done from the start helps me during the planning phase. It's almost like having a couple pairs in Gin Rummy.
  • ...82 more annotations...
  • Learn more: PresentationPro.com has some great Flash tutorials including one on color. Go to the CreativePro.com to learn more about color. Dummies.com has a good short article on how to create a Color Scheme in PowerPoint.
  • Serif fonts were designed to be used in documents filled with lots of text. Serif fonts are said to be easier to read at small point sizes, but for on screen presentations the serifs tend to get lost due to the relatively low resolution of projectors. San-serif fonts are generally best for PowerPoint presentations,
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      Dangit!  Serif fonts are much more visually appealing to me.  I use them for everything.  I guess not anymore... :-(
    • amytlach
      amytlach on 25 May 15
       
      The example below is a great illustration.  I tend to lean towards serif for most things, but will definitely think about this going forward.
    • Evan Abbey
      Evan Abbey on 26 May 15
       
      Further research on this suggests that sans serif is better for large quantities of text too, as long as it is being read via digital device. Only for printed text are serifs the way to go.
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
  • (and save teleprompter text for the “notes” field, which the audience can’t see).
    • Wendy Arch
      Wendy Arch on 22 May 15
       
      This is an important thing for me to remember.  I don't have to eliminate my content -- I just don't put it on the slide.  That's what my verbal presentation is for.
  • Flow. You can direct people’s eyes to certain areas of a slide to emphasize important points.
  • If they fall below 24 pt then you might be on to something. Also, look at the number of lines you use for your bullet points. If you use more than two lines anywhere, then they’re definitely leaning text heavy. Depending on the type of presentation, two lines might even be too much.
    • Wendy Arch
      Wendy Arch on 22 May 15
       
      Not less than 24 pt font and not more than two lines (and even that is suspect).  Got it!
    • kliston
      kliston on 25 May 15
       
      These guidelines are quick and easy to remember when creating a PowerPoint. I need to have "if you have to decrease the size below 24, you have to many words" on a poster in my office.
  • Depending on your content, you may be able to convert each bullet point into a separate image on one slide or over several slides. This approach isn’t always feasible, but it is far more visually appealing than yet another slide filled with bullet points.
    • Wendy Arch
      Wendy Arch on 22 May 15
       
      This is an interesting idea!  I like it.  I think it will also help reinforce the main ideas instead of (potentially) leaving viewers guessing at what you said.
    • kliston
      kliston on 25 May 15
       
      I couldn't agree more. I think this strategy is something that will really leave a lasting impression with the audience.
    • Karen Stern
      Karen Stern on 25 May 15
       
      I also like this idea! "Speak" through the images rather than text. It will be something interesting to try!
    • amytlach
      amytlach on 25 May 15
       
      This hits home for me when trying to evoke emotion or memories with an audience as well.  Finding the right image will pay off in the end. 
    • amytlach
      amytlach on 26 May 15
       
       
  • Don’t submit to the urge to add unrelated “decorations” to the slide. Be strong.
    • kliston
      kliston on 25 May 15
       
      I need to remember not to submit to the urge to add an image to each slide. Especially if the image does not directly relate to content on the slide.
    • Karen Stern
      Karen Stern on 25 May 15
       
      I agree! The image should only be present if it enhances the presentation, not just to fill space!
    • amytlach
      amytlach on 26 May 15
       
       
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ha!  'Be strong' made me laugh...this reminds me of therapy.  Reworking how we attach to making presentations really is a lot of letting go and rearing up of not-so-favorable tendencies I have not just in presentation making, but in all of my life!  
  • In this view you may decide to break up one slide into, say, two-three slides so that your presentation has a more natural and logical flow or process. In this view you will be able to capture more of the gestalt of your entire presentation from the point of view of your audience.
    • kliston
      kliston on 25 May 15
       
      Using the Slide Sorter View is something that I had never thought of but I can see how this would help create consistency for the audience. I would like to start using this view when creating my presentations.
  • Sometimes the image is actually a pretty good one but it just needs a bit of editing so that the text will pop out more.
    • kliston
      kliston on 25 May 15
       
      eeping the image simple is something that I need to keep in mind. The whole "less is more" idea helps the text pop on the screen and create that last impression with the audience.
  • Remember, the slides are meant to support the narration of the speaker, not make the speaker superfluous.
    • Karen Stern
      Karen Stern on 25 May 15
       
      I need to remember this! The slides in my presentation should only support what I say, not compete for the attention of the audience. Reading about the Cognitive Load Theory helped me understand this.
    • amytlach
      amytlach on 26 May 15
       
      I think I'm going to put this statement along with the points on this list on a one pager that can be front and center when begining preparations for presentations during my initial planning quiet time.  Would also be good to share with other as a review of this class when asked.
    • Evan Abbey
      Evan Abbey on 26 May 15
       
      This is difficult for many to learn. Typically, we think creating the best slides you can = the most informative. Creating something that is purposefully NOT as informative in order to force the audience to better attend to the presenter is counter-intuitive at first.
  • to be passed out after your talk
    • Karen Stern
      Karen Stern on 25 May 15
       
      I don't want my handouts competing with the presentation for the attention of the audience. This is a good reminder to give them out after the presentation is over.
    • Evan Abbey
      Evan Abbey on 26 May 15
       
      I think this is a quick and easy item for anyone to do to make them a better presenter.
  • what's your intention?
    • Karen Stern
      Karen Stern on 25 May 15
       
      I like this reminder. What is the purpose of an image that I am adding? Is is serving this purpose? Does it need to be cropped or otherwise edited? Will there be any text with it? Now these will be questions that I will ask with every picture.
    • amytlach
      amytlach on 26 May 15
       
       
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      True true.  Keeping in mind the WHY and the INTENTION is going to eliminate a lot of unnecessary clutter, and, keep me feeling more focused and streamlined.  And CONFIDENT in cutting what I do, because I'll need to keep cutting a lot from my presentations!
  • But including a healthy amount of white space sharpens viewers’ focus by isolating elements.
    • Karen Stern
      Karen Stern on 25 May 15
       
      This is a good reminder. Just like silence should not always be filled, white space on slides should not always be filled.
    • Evan Abbey
      Evan Abbey on 26 May 15
       
      I like the technique that is used in the example below. It took a picture that doesn't blend with the white background, which is kind of a no-no. But by making it appear as a photograph, and then rotating it slightly, it makes it very stylish on the all white background. It makes it look like one cohesive slide as opposed to having the image take up about a fourth of the screen.
  • Remove all extraneous copy from bullet points
    • Karen Stern
      Karen Stern on 25 May 15
       
      I like the reminder of this step: remove any excess words! I can see how this will make me focus on the main point of each bullet, and possibly separate each point into a distinct slide.
    • amytlach
      amytlach on 26 May 15
       
       
  • glance test: People should be able to comprehend each one in about three seconds.
    • amytlach
      amytlach on 26 May 15
       
      I know that I've heard this before with variable times for viewing, but great to think about with every slide that is being created. Keep at it!
  • However
  • approach
  • something
  • Admit your
    • amytlach
      amytlach on 26 May 15
       
      I love this as a reminder....24 point font....no smaller!
  • slide has a text problem
  • main phrases
  • on the
  • phrases
  • Highlight the key phrases that you will help you rehearse for your presentation
  • Speak to that content when you present
    • amytlach
      amytlach on 25 May 15
       
      This was a big take away for me in a previous lesson.  Use it as a starting for the conversation and talk to the points listed, not a reading of the list or points that are listed. 
    • amytlach
      amytlach on 26 May 15
       
      Amy Tlach
  • slide
  • TypeError
  • Slide
  • It’s also important to stick to a consistent visual style in your slide deck.
    • Karen Stern
      Karen Stern on 28 May 15
       
      I can see how the continuity of slides really creates a cohesive presentation. I know that it drives me nuts when I see a presentation with multiple font styles or a frequent switch of background colors.
  • the star, of course, is your audience
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      To remember that the audience wants to FEEL is key for me.  So the question - What am I presenting to elicit feelings and WHY should they care? - guides my work.  
  • Don’t let your message and your ability to tell a story get derailed by slides that are unnecessarily complicated, busy,
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      So true.  Sometimes I want info in there because it's related, BUT, it gets in the way of my being able to TELL THE STORY! Key.  
  • “Sorry I missed your presentation. I hear it was great. Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you.
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ha!  Exactly.  This made me giggle.  So true.  I want to strive for this - that my preparation will be so that if someone missed it, they really missed it.  
  • never, ever turn your back
  • Always be asking yourself, “How much detail do I need?”
  • guilty of including too much data
  • appropriate
  • limit the bars to 4-8.
  • evokes feelings
  • is emotiona
  • can help persuade and motivate.
  • can increase interest and improve learning comprehension
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I do not underestimate the power of visuals, and color is huge - Saturation, combinations, tone, contrast...it can make or break the staying power of your message!
  • retention
  • if you plan to keep most of the lights on (which is highly advisable) then a white background with black or dark text works much better
  • sans-serif font and is professional yet friendly and “conversational.”
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I agree.  Sans-serif feels more inviting, casual, playful, yet clear and less cluttered because the tails and frills are gone.  I've never read of anything suggesting fonts for certain types of written communication, so, this is great guidance for me!
  • Spend time in th
  • Slide Sorter view, you can see how the logical flow of your presentation is progressing.
  • You will be able to notice more extraneous pieces of visual data that can be removed to increase visual clarity and improve communication.
  • How many different ways could we use the same image (at different resolutions) inappropriately or use a different image in a way that is less effective than the one on the left?
  • image is cropped for better balance
  • transparent box is added to help the text pop out
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I've never thought of this effect.  I'm going to try it.  
  • Think of your slides as billboards. When people drive, they only briefly take their eyes off their main focus — the road
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Great metaphor for this.  The GLANCE test.  We all can relate.  This reminds me of, when reading the first few lines of a book or essay or article, will the audience feel 'hooked'?  In other words, why should they bother reading/viewing/listening to me?!  Give them something to rile their curiosities, stir their emotions, connect with such human universal resonance to a problem or concern they have that it urges them to go deeper...
  • Lots of extras actually take away meaning
  • they become a distraction
  • overtax the audience’s cognitive resources
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I have thought, in the past, that the audience needed ALL the information I could give.  Yet, now I can reframe that idea as it actually harms the audience.  It's counter-intuitive.  This reframe for me is priceless, because I want to be liked and considered the expert.  Yet, when I give too much, knowing it does the OPPOSITE of what I want really helps me commit to slimming and trimming down to the core essence, to make it easy and, in fact, MORE IMPACTFUL to and REMEMBERED by my audience.  
  • Photos should be taken by the same photographer or look as if they are
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Difficult to strive for but so extremely critical for people to buy into my professionalism and expertise.  And it's simply more visually easy to digest.  If the audience is jarred, they're less likely to care about what I say.  Even these overlooked, small considerations are actually cornerstone to overall impact, I'm learning.  They're like the subconscious, responsible for 90-95% of what choices we make, and we don't even realize it!  It's the stuff that speaks to our instinctual and intuitive nature, to out 'subtle' bodies.  
  • Illustrations should be done in the same style.
  • streamline the text and incorporate simple visual element
  • moves to the message about quality, and then focuses on one beautiful grape from the “yield”:
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I talk about this in my art classes, the principle of design called Movement.  I relate it to how your eyes travel or follow a path from one point to another, like connecting the dots.  
  • use contrast to focus attention
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I love silhouettes. White over black or another dark color is my favorite with silhouettes.  
  • your eye wouldn’t know where to begin, and the quote would have lost its power:
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Yes, just because space is there doesn't mean we must fill it.  Spaciousness allows the audience to feel spacious.  Period.  Breatheability.  
  • if we’d paired the text with a larger or more detailed image,
  • allows viewers to quickly ascertain a slide’s most important elements:
  • visual unity look as though the same person created them
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Unity also helps to bring cohesiveness to the look of a brand. It all lends to the audience feeling you're competent, an expert, clear, and easy to work with.  
  • make your message feel cohesive
  • consistent type styles, color, image treatment, and element placement throughout the slide deck
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      To remember that it's important for consistency THROUGHOUT THE SLIDE DECK, entirely.  This is why Slide Sorter view is so good.  Placement and composition is important here, too.  
  • there’s beauty and clarity in restraint
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ahhhh!  Love this!  It's a new quotable for me.  :)
  • you’ll free people up
  • to really hea
  • and adopt
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Ultimately, this is what we want.  Simplicity, relevant support of images to illustrate the INTENTION, spaciousness to make people feel free, easy, and cementing the info for recall and memory permanence...
  • shiny, seductive elements
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Overwhelm can be remedied by remembering - Just because we CAN doesn't mean we should...
  • Pretend as though you are an audience member
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Like in teaching, it's advisable to become the student before you introduce a subject.  
  • golden rule of PowerPoint presentations — always do what is right for your audience.
  • Very few audiences enjoy paragraph-length bullet points
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      I need to remember the very basics - don't I want my audience to actually ENJOY my presentation?!  Of course I do!  But I forget to lead with this, and I can't afford not to lead with this.  After all, they could be doing a million other things with their time but if they're with me, and I'm up front, I sure need to overdeliver with high value in a way that makes them feeling 1) they're better for having been with me, 2) that they grew or learned in a way that they can apply easily into their lives, and that it 3)was not only not a waste of time, but was an EXPERIENCE...and they'd even come again!
  • try to highlight the main point of each bullet point
  • Think of it as an approach to rehearsing your slides
  • What key part of each bullet point
  • Focus on the
  • cover details verbally that are not reflected in your bullet points
  • one relevant
  • Replace bullet points with images
    • kmcastaneda
      kmcastaneda on 28 May 15
       
      Brilliant!  Like visual bullet points instead.  Like cues or clues.  :)
  • trick becomes finding just the right image
meyerlaura

Articles: Preparation - 3 views

moodlesw.aeapdonline.org/...view.php

preparation

shared by meyerlaura on 08 Aug 14 - No Cached
  • the audience could always just read your book
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      This is an absolute downfall of my classroom presentations. I constructed introductory PowerPoints so my students wouldn't need to read the chapter's intro. but it was merely an abbreviated regurgitation of information. I had no "good" purpose in creating it.
  • it will be appreciated by the audience
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      If you're truly keeping your audience in mind, this should be more important than the data/message. 
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      I agree, Chanda. We are presenting to an audience. They need to understand and appreciate the presentation or we have failed. The audience ALWAYS has to be the first forethough. (Redundant statement?) You can't give the same presention to middle school students as you would professionals or you have lost somewhere somehow.
  • When building the content of your presentation always put yourself in the shoes of the audience and ask “so what?”
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      This is a great idea. I know I haven't done it. I've just shared the info. with my students rather than asking "so what". Why do they need to know this? If I don't know, they surely won't care, and my presentation is moot.
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      If we don't ask "so what", why are we presenting the subject matter in the first place?
  • ...23 more annotations...
  • In a perfect world, you give your pitch in twenty minutes, and you have forty minutes left for discussion.
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      I think of conference presentations of which I've been a part. We usually have so much info. to cover in our hour, we make it last about 40 minutes and allow 20 minutes for discussion. My fear is that going the other way, we'd have to cut out too much "necessity" and there wouldn't be enough questioning/discussion. Or is this just my egoistic thought that our info. is THAT important?
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      Mine have always been opposite of ideal, too - more time for presentation and less for discussion. However, when I think about it, it makes more sense to do 20-40. If presented well, there should be plenty of discussing to take place.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      10-20-40 is a great plan!
  • ten slides to explain your business,
    • Chanda Hassett
      Chanda Hassett on 08 Aug 14
       
      As I think of recent conference presentations I've helped present, the 10 slide rule could apply (in a modified fashion to our content, of course). It would take some real paring down on our part to get to the nuts and bolts, but simplicity is a rule to follow not just idolize.
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      10 slides max seems short to me. However, as we read and discussed, the majority of the information should be verbal. I have a tendancy to put too much on the slides and, therefore, usually get 20 or so produced. Ugh. In reality, too, I am doing more work than I need to - and time is valuable!
  • starting to create your presentation in PowerPoint before you have your key points and logical flow first worked out (on paper or a white board in my case) is like a movie director hiring actors and starting to film before there is a script in hand.
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      I can relate to this...
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      To me, this only makes sense. I don't do a formal story board or anything, but I usually have an outline that I follow. I like the idea of the sticky notes, though, so you can move the content around without lots of crossing out and arrows! LOL I am going to try that.
    • Jan VanHemert
      Jan VanHemert on 29 Aug 14
       
      It sounds so basic to make a blueprint first, but for some reason, when making power points this does not occur to me. I love the sticky note idea!
  • core idea for every successful play he produced could be written as a simple sentence on the back of a business card
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      Whoa...heavy
  • think of your entire 30 minute presentation as an opportunity to “tell a story.” Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion.
    • meyerlaura
      meyerlaura on 21 Sep 14
       
      This is so hard for me...but I know it's important!
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      work on this
  • look for contrasts such as before/after, past/future, now/then, problem/solution, strife/peace, growth/decline, pessimism/optimism, and so on
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      ideas for story conflicts
  • Visuals should be big, bold, clear, and easy to see. Allow graphic elements to fill the frame and bleed off the edges. Use visuals in an active way, not a decorative one. Aim to carefully trim back the details. Make your presentation—visuals and narration—participatory.
    • meyerlaura
      meyerlaura on 09 Aug 14
       
      kamishibai tips --> visual + story
  • think about the day of your presentation. What is the real purpose of your talk?
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      what is the purpose of your talk or presenation? Always keep it in mind.
  • becoming the best possible presenter for that particular audience
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Know your audience. Speak in terms they will understand.
  • spare your audience a “data dump.”
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Don't fill your slides and presentation with data!
  • Simplicity takes more forethought and planning on your part because you have to think very hard about what to include and what can be left out.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      You don't have to give the audience everything. Keep it simple and keep them wanting more.
    • Jan VanHemert
      Jan VanHemert on 29 Aug 14
       
      I am realizing that "Simply making it" is not the same as "easily making it" or "quickly making it"
  • Cliff Atkinson in his 2005 book, “Beyond Bullet Points,” smartly states that starting to create your presentation in PowerPoint before you have your key points and logical flow first worked out (on paper or a white board in my case) is like a movie director hiring actors and starting to film before there is a script in hand.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      You must plan ahead or you will be wasting a lot of valuable time.
  • If we know our material well and have rehearsed the flow, know what slide is next in the deck, and have anticipated questions, then we have eliminated much (but not all) of the unknown.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      You really need to rehearse since you won't have everything in front of you. Know your material.
  • Ten is the optimal number of slides in a PowerPoint presentation because a normal human being cannot comprehend more than ten concepts in a meeting
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Don't bore the audience with more than 10 slides!
  • Thirty-point font.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Use a minimum of a 30 point font for a good visual.
  • What does the audience expect
    • apresler
      apresler on 17 Aug 14
       
      Considering who the audience is and what they expect is key to preparing your presentation. 
  • you need to answer the basic “W questions.
    • apresler
      apresler on 17 Aug 14
       
      Ask and answer these questions before beginning your presentation will make sure you include the right information. 
  • Basic elements to include in your story: Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
    • apresler
      apresler on 17 Aug 14
       
      Basic storytelling elements
  • What made this CEO’s presentation so compelling and memorable was that it was, above all, authentic.
    • apresler
      apresler on 17 Aug 14
       
      Making your message authentic will also make it memorable for the audience. 
  • 10/20/30 Rule of PowerPoint. It’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • apresler
      apresler on 17 Aug 14
       
      10/20/30 - great way to remember limits of good presentations
  • Rambling streams of consciousness will not get it done; audiences need to hear (and see) your points illustrated.
  • Start with the end in mind
  • pattyharris123 on 13 Aug 14
     
    30 point font minimum
  • nettiemarie on 20 Aug 14
     
    Communication is the transfer of emotion.
Jan VanHemert

remember this rule of thumb: if your presentation visuals taken in the aggregate (e.g.,... - 1 views

...and I just always thought that good power point presentations should have all the points spelled out, and the presenter's job was to give clarification and answer questions about what was spelle...

awakening

started by Jan VanHemert on 31 Aug 14 no follow-up yet
mrswalker_

Articles: Presentation "Awakening" - 11 views

moodlesw.aeapdonline.org/...view.php

shared by mrswalker_ on 10 Apr 15 - No Cached
  • if your presentation visuals taken in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • rabraham
      rabraham on 10 Apr 15
       
      I think this is a great summary of the information in this article.  It is also easy to remember.  The PowerPoint should be used as a tool, not the entire message.
    • Evan Abbey
      Evan Abbey on 11 Apr 15
       
      So true. This is one of the big shifts in this class, where you purposefully do not put all your info into your ppt, because that takes their attention off of you.
    • vmcgee
      vmcgee on 12 Apr 15
       
      I think this statement is something that I can use when I finish putting together a presentation.  If it is such that it can be understood without my narration, then do I need to take up class time going through it?
    • suzdohrer
      suzdohrer on 13 Apr 15
       
      Why are you (the presenter) there? Great focal point, as I prepare my next PPT.
    • chaneline
      chaneline on 15 Apr 15
       
      This is a great statement.  I know I get so annoyed when someone just reads off the PP.  I want more.
  • Some stick, and others fade away. Why? What the authors found—and explain simply and brilliantly in their book—is that “sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories. And yes, these six compress nicely into the acronym SUCCESs.
    • rabraham
      rabraham on 10 Apr 15
       
      This message is better remembered as SUCCESs.  I don't think I would remember the principles as easily otherwise.  Each of them is broken down and explained well in the rest of this article.
    • suzdohrer
      suzdohrer on 12 Apr 15
       
      The use of acronyms is so helpful to learners, of all ages. I'm pleased that the author took time to share this one, too.
  • Second, make slides that reinforce your words, not repeat them. Create slides that demonstrate, with emotional proof, that what you’re saying is true not just accurate.
    • rabraham
      rabraham on 10 Apr 15
       
      I think this is something that needs to be remembered in many presentations.  Why would I listen to a presenter if they are telling me the same thing that is on the screen. I like the idea of making an emotional connection to go along with the message.
    • bdoudwaukee
      bdoudwaukee on 11 Apr 15
       
      Agreed, and as the last article stated, you can't take in the verbal information while you are reading.
  • ...32 more annotations...
    • pkmills
      pkmills on 10 Apr 15
       
      Weird thought: I've turned my thinking on this to include slides of how I would make up slide for the rules.
  • The reason you give a presentation is to make a sale. So make it. Don’t leave without a “yes,” or at the very least, a commitment to a date or to future deliverables.
    • rabraham
      rabraham on 10 Apr 15
       
      I like thinking about a presentation as making a sale.  It gives me the extra challenge that the competitive (one of my top 5 strengths) part of me will take on and want to be successful.
  • What makes some presentations absolutely brilliant and others forgettable? If your goal is to create a presentation that is memorable, then you need to consider how you can craft messages that stick.
    • rabraham
      rabraham on 10 Apr 15
       
      This needs to be in the forefront of my mind when presenting to any crowd.  How can I craft messages that stick?
    • aboevers
      aboevers on 11 Apr 15
       
      I think the real problem is that there are too many words on most power points and this is why we tend to read them to students.
  • the diagram uses a visual modality and the speech uses an auditory modality which should result in greater working memory capacity and better understanding, depending, of course, on what is being presented
  • we all want to be sold
    • aboevers
      aboevers on 11 Apr 15
       
      This is true. We want to be sold an idea by the presenter just like we are drawn to the advertising of products.
    • ney4cy
      ney4cy on 11 Apr 15
       
      This true of our students. we are trying to "sell" our learning objective or strategy. I always considered a power point of a anvenue to convay information. Did not consider the emotional side or selling it my students.
    • suzdohrer
      suzdohrer on 12 Apr 15
       
      In the interest of being "green" is there any problem with posting thePPT on a class website, so students can review the slides online.? If so, then is there more reason to include more substance and words, so the PPT is not simply a presentation matter, but it also is a learning tool.
  • , what’s the key point? What’s the core? Why does (or should) it matter?
    • aboevers
      aboevers on 11 Apr 15
       
      There should be a clear purpose to the presentation and that should be made clear to the audience.
    • dougmay
      dougmay on 12 Apr 15
       
      We use I CAN statements everyday. It is very clear due to the fact it is written on the board. Do we need to be that blatant?
  • you must make them feel something.
    • aboevers
      aboevers on 11 Apr 15
       
      This is a lot like advertising!
    • Evan Abbey
      Evan Abbey on 11 Apr 15
       
      In a large way, presentations are like advertising. You need to persuade the audience to care about your message, and then you also need to communicate that message clearly so that they do not misunderstand. Caring requires an appeal to "logos, pathos, and ethos", meaning you need to connect to their emotions and their sense of being a person.
    • mrswalker_
      mrswalker_ on 27 Apr 15
       
      This is especially true in music. Creating connections to personal feelings and the material is key.
  • but for all of us to use the same format
    • bdoudwaukee
      bdoudwaukee on 11 Apr 15
       
      I'm imagining going to a conference and seeing the same type of Powerpoint over and over again! I don't think I would want to continue going to presentations because the boring factor would be too much for me.
    • ney4cy
      ney4cy on 11 Apr 15
       
      I have been witness to something close to this. I was in Las Vegas for a week long PLC Conference and almost every presenter had the same format, slides, clipart. As the week went on I found myself concentrating on the speaker and less on the slides. I fell the message was lost in many presentations.
    • dougmay
      dougmay on 12 Apr 15
       
      I too have been to a seminar like this. We checked out early before the snores started.
    • chaneline
      chaneline on 15 Apr 15
       
      Many people like to come to presentations with a printed out PP, they take notes on them....then recycle them later.  It is a very boring style to have to sit through and I find myself zoning out.
    • mrswalker_
      mrswalker_ on 27 Apr 15
       
      This happened way too often in my college days! Everything looked just the same!
  • Often, people come to a conclusion about your presentation by the time you’re on the second slide.
    • bdoudwaukee
      bdoudwaukee on 11 Apr 15
       
      This is a scary thought. You really don't have much time to catch your audience's attention. I would assume, in students this could be even faster!
    • Evan Abbey
      Evan Abbey on 11 Apr 15
       
      I think this line is the most important one in the entire article. We really need to do something different and attention grabbing right away, or we've lost them by slide 2.
  • make yourself cue cards
    • bdoudwaukee
      bdoudwaukee on 11 Apr 15
       
      Seems like going back to the basics. This is what we used to do before powerpoint.
    • chaneline
      chaneline on 15 Apr 15
       
      This is something I am going to do.  I was wondering what the audience would think, but it will help to keep me organized.  In the end, I may not need them much.
    • mrswalker_
      mrswalker_ on 27 Apr 15
       
      I don't use cue cards, but I do use the "notes" component of google slides. It helps me review my talking points before I present, but keeps me from reading from cue cards.
  • Don’t hand out print-outs of your slides
    • bdoudwaukee
      bdoudwaukee on 11 Apr 15
       
      I had always thought this was a good idea. I remember times that I wanted print-outs of a presentation so that I could make notes on them. But, that must be because there are too many words on the slides!
    • ney4cy
      ney4cy on 11 Apr 15
       
      I agree, I always tried to get a copy of the presentation. Taking notes on each slide helped me remember the most important ideas. If I try and take notes with the slide it makes no sense to me later. I am not sure how I would do without the handout.
  • mirror the spoken word of the presenter
    • bdoudwaukee
      bdoudwaukee on 11 Apr 15
       
      This seems to be the problem, presenters who just read what is on the screen. I had a teacher who, before Powerpoint existed, would have his entire lesson written on overheads and would stand and read them. So very boring!
    • Evan Abbey
      Evan Abbey on 11 Apr 15
       
      Wow... that's even worse that ppt reading. I thought overheads were expressed domain of "filling out the worksheet as a class"
    • vmcgee
      vmcgee on 12 Apr 15
       
      I guess that is what we are trying to focus on - using the presentation as a tool for the audience rather than as a crutch for the presenter.
  • people can not read and listen well at the same time
    • bdoudwaukee
      bdoudwaukee on 11 Apr 15
       
      I had not thought about this, but I do find that if I am reading the powerpoint, I am missing what the presenter is saying. At our last meeting I asked one of our teachers if he could repeat his question because I was reading something and had heard the answers but completely missed what the question was
    • Evan Abbey
      Evan Abbey on 11 Apr 15
       
      I have problems with this as well. Whenever there is a lot of text on the screen and I'm in the audience, I invariably find myself just finishing the passage as the person is moving to the next slide, and I've missed everything that they said.
    • ney4cy
      ney4cy on 11 Apr 15
       
      This is enlightening! I thought for sure I was ADD! I am constantly missing the verbal information is I concentrate on the text of the slide. It can become an exhausting task during a lengthy presentation.
    • dougmay
      dougmay on 12 Apr 15
       
      Ditto, I thought that I was reaching all types of learners, but I might have been reaching none. WOW
  • Before you go from analog to digital—taking your ideas from sketches on paper and laying them out in PowerPoint o
    • ney4cy
      ney4cy on 11 Apr 15
       
      I think this would be a great way to plan out a presentation. Sometimes you just need to start with good old paper and pencil.
    • vmcgee
      vmcgee on 12 Apr 15
       
      Yes, I think this would keep the technology "in check."  The technology is then just a tool to aid what I am trying to present rather than the technology controlling how I do my presentation.
    • chaneline
      chaneline on 15 Apr 15
       
      It occurred to me that the act of using pen and paper in an analog way, makes the activity more active and therefore more exciting for the brain.
  • Speak of concrete images, not of vague notions. Proverbs are good, say the Heath brothers, at reducing abstract concepts to concrete, simple, but powerful (and memorable) language.
    • ney4cy
      ney4cy on 11 Apr 15
       
      This speaks to me! I think some presenters try to make their presentations unique which translates into complicated, wordy, unfocused. And yes I amone of them! This makes me think of the old saying "Keep It Simple Stupid!"
    • vmcgee
      vmcgee on 12 Apr 15
       
      I guess I knew this, but hadn't really thought about it.  Many times in the past when presenting with PowerPoint I have just stopped mid-talk and allowed my students to copy what was on the screen before I continued speaking.
    • vmcgee
      vmcgee on 12 Apr 15
       
      Great point here for educators.  Great idea to think of the presentation in terms of the students' brains.  In the past for me the focus of the presentation has been purely on the content.
  • No more than six words on a slide. EVER.
    • dougmay
      dougmay on 12 Apr 15
       
      Even for educational presentations????? That will mean a lot of slides.
    • chaneline
      chaneline on 15 Apr 15
       
      Not sure this is always entirely possible.  Wouldn't it depend on the presentation and what information needed to get across...I may have to break this rule.
  • No dissolves, spins or other transitions.
    • dougmay
      dougmay on 12 Apr 15
       
      I will have to tell my students this.
  • Unexpectedness
    • dougmay
      dougmay on 12 Apr 15
       
      Is this good for presentations for teaching??
    • suzdohrer
      suzdohrer on 12 Apr 15
       
      Simplicity and concreteness, yes, but I am less sure that unexpected info helps students.
  • Great ideas and presentations have an element of story to them.
    • dougmay
      dougmay on 12 Apr 15
       
      Once again, I question how to always accomplish this in educational presentations.
    • suzdohrer
      suzdohrer on 12 Apr 15
       
      Why use note cards, when the PPT has a notes area and then you can print the slides with the notes to read or review.
  • IMPORTANT: Don’t hand out the written stuff at the beginning! If you do, people will read the memo while you’re talking and ignore you. Instead, your goal is to get them to sit back, trust you and take in the emotional and intellectual points of your pr
    • pkmills
      pkmills on 12 Apr 15
       
      I have experienced this first hand. I will work at taking this advice and I know I should have better results than in the past.
  • the modality effect shows that ”working memory can be increased by using dual rather than a single modality.” That is, it is more effective to target both the visual and auditory processors of worki
  • Simplicity. If everything is important, then nothing is important. If everything is a priority, then nothing is a priority. You must be ruthless in your efforts to simplify—not dumb down—your message to its absolute core. We’re not talking about stupid sound bites here. Every idea can be reduced to its essential meaning if you work hard enough. For your presentation, what’s the key point? What’s the core? Why does (or should) it matter?
    • mrswalker_
      mrswalker_ on 13 Apr 15
       
      This will really help students figure out what is most important in their learning. By keeping things simple, it also helps the teacher prioritize what is most important to focus on.
  • Images are one way to have audiences not only understand your point better but also have a more visceral and emotional connection to your idea.
    • mrswalker_
      mrswalker_ on 13 Apr 15
       
      This is a great way to connect with young elementary students, especially non-readers or low level readers. 
  • The redundancy effect says that if one form of instruction (such as the spoken word) is intelligible and adequate then providing the same material in another form (such as lines of text on a screen that mimic the words being spoken) are redundant and can actually hurt understanding.
    • chaneline
      chaneline on 15 Apr 15
       
      The redundancy effect is something I hadn't ever thought of but it makes sense.  When something can be read off the screen, our brains kind of turn off the listening part...unless it's novel.
  • PowerPoint as a method. Instead... PowerPoint is a medium
    • aboevers
      aboevers on 23 Apr 15
       
      The word "power" in power point is misleading. There really is no power in it unless you provide it through an active, engaging presentation.
  • mgoodwin5 on 13 Apr 15
     
    I agree this is an important part of the presentation process. Whatever you are presenting about, needs to get to your audience as though you are selling the information, idea, data, etc. Creating interesting, fun, and memorable presentations are more apt to stick with your audience and support what you are presenting-just like marketing!
  • ...3 more comments...
  • mgoodwin5 on 13 Apr 15
     
    I've made this mistake before. If you hand out the information beforehand, your audience knows (to some extent) what you are going to talk about. Therefore, you end up not having their full attention and possibly give away the main points of your presentation that would have been your key factors and "selling" points in the presentation that would have kept your audience attentive to you presenting.
  • chaneline on 13 Apr 15
     
    This is a great point to remember. If they can just read the powerpoint to get this information, the audience may as well leave. I have said this to myself before and need to remember it when doing my own presentation.
  • mgoodwin5 on 18 Apr 15
     
    When giving a presentation, it is important to get your audiences attention by delivering a strong message, however giving too much information and not allowing your audience to use their own imagination, may be an overload to them and therefore not understand what you are trying to say or not have them same emotions, thoughts, and feelings as you (the presenter) does. Give your audience a strong, clean, precise, and factual presentation, and the rest will do what it needs to do for the audience. I do not feel PowerPoint needs to be ditched, but instead cleaned up drastically and presented in a much more professional and effective manner.
  • mgoodwin5 on 18 Apr 15
     
    I agree with the article-I do not think when Garr says "Is it finally time to ditch PowerPoint?" that he means to get rid of it completely. I think that it may be overused at times and/or used incorrectly as there are certain criteria that is better to follow on PowerPoint than what some people are doing. Knowing the maximum information to put onto each slide, the correct information and format, and how it is used as a presentation, as well as the visuals, all makes a difference in its used and overuse.
  • mgoodwin5 on 18 Apr 15
     
    I really like this part of the article. You have to get your message across to your audience-make them feel the same you do about the topic. This sometimes takes a lot of work, but can be accomplished by putting in some time to create a powerful presentation. Putting into your presentation the emotion and feelings that you have will capture your audiences attention and keep them captivated.
kmcastaneda

Articles: Preparation - 1 views

moodlesw.aeapdonline.org/...view.php

shared by kmcastaneda on 17 May 15 - No Cached
  • what are the most important parts of your topic for the audience to take away from your,
    • kliston
      kliston on 17 May 15
       
      With the presentations I am currently preparing I have tended to give too much information which has caused the message to get lost. Reading this reminds me that I need to focus on the one or two key objectives I desire the participants to walk away. Less is more.
  • Simple can be hard for the presenter, but it will be appreciated by the audience.
    • kliston
      kliston on 17 May 15
       
      This statement reminds of when we ask students to synthesize their learning. We are asking them to pair down what they have learned into a short statement. I need to do the same thing with my presentations. What is the key idea I want people to walk away with.
  • And it is not enough to simply have an “agenda” or “road map” slide in the beginning that illustrates the organization of your talk. If you do not actually have a solid road of logic and structure, then an outline slide will be of no use.
    • kliston
      kliston on 17 May 15
       
      Ugh. I totally do this. I have an agenda slide at the beginning of each of my presentations but sometimes we get off course. I know as a participant that would really bother me. I am going to stop doing my typical agenda slide and try to find a more effective way showcase the structure of the day.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I agree.  I do this as well, and I think it is sometimes reinforced by different educational theories.  Right now my school is working with the Fisher-Frey Gradual Release of Responsibility Model. One of the major components is "Purpose Statements."  All of our lesson must have these and they must guide the lesson.  In and of itself - that's great.  However, I think we use that as a crutch sometimes to be the structure rather than help guide the structure. -- Wendy 
    • amytlach
      amytlach on 19 May 15
       
      Agree with these things totally...as chronic bullet list maker though, this is hard to start to do and keep doing! 
  • ...45 more annotations...
  • “so what?!” or “your point being…?”
    • kliston
      kliston on 17 May 15
       
      This is a great reminder of what we need to continually ask ourselves. I feel like I should print this out and tape it to my wall.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I say this to my student whenever they write thesis statements, so it makes sense that I need to say it to myself as well.
  • Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion.
    • kliston
      kliston on 17 May 15
       
      When I tell a story I feel like I need to keep the three components of a good story in mind. I tend to try to tell the story quickly so I leave out parts which in turn confuses the audience.
  • Remember, even if you’ve been asked to share information, rarely is the mere transfer of information a satisfactory objective from the point of view of the audience.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I'm think about this when I create web videos for flipping my instruction over literary theory with AP English seniors.  Yes, I have information I need to transmit to them, but what is the essential idea(s) I need them to know to be able to do Marxist or Psychoanalytic literary theory.
  • What time of the day? If there are other presenters, what is the order (always volunteer to go first or last, by the way). What day of the week? All of this matters.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      This is something of which I also have to be more cognizant.  Realistically, my students aren't going to be listening to my lectures at home at 4 p.m.  They are going to pull up my presentation at 11 p.m. (or even more realistically 1 a.m.) after 8 hours of being talked at at school, 2-4 hours of being talked at at practice or work, and another 1-2 hours of reading and (hopefully) thinking about other course's homework.  They are going to be fried.
    • Evan Abbey
      Evan Abbey on 23 May 15
       
      Interesting point, Wendy. That might change the calculus for how you design your presentations.
  • A data dump also occurs when data and information do not seem to build on the information that came earlier in the presentation.
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      This is my biggest problem, but also my biggest fear -- they won't get enough content to understand how to apply the idea(s) in class the next day.
    • Karen Stern
      Karen Stern on 22 May 15
       
      I struggle with this also, Wendy! Especially in education, it seems like we feel the need to "prove" our premise with data and studies.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      What a relief to read this!  It's like permission to do what I intuitively wanted to believe as truth, but couldn't unless/until someone else told me it's ok...
  • the core idea for every successful play he produced could be written as a simple sentence on the back of a business card. Try it. Can you crystallize the essence of your presentation content and write it on the back of a business card?
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I can see this being a benefit to helping students learn literary theory.  The theory they felt the most comfortable with at the end of the year was New Criticism, which has a formulaic "tag-line" - form + function = meaning.
  • McKee says rhetoric is problematic because while we are making our case others are arguing with us in their heads using their own statistics and sources. Even if you do persuade through argument, says McKee, this is not good enough because “people are not inspired to act on reason alone.” The key, then, is to aim to unite an idea with an emotion, which is best done through story.
  • Story is about an imbalance and opposing forces or a problem that must be worked out.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      This really resonants and works well with how I plan to use my (hopefully) better presentation skills.  If I can present literary theory as a "problem that must be worked out," then I can hopefully interest students in it more.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      Yes! It's a great formula, almost like a trick you can pull out of your bag, that ensures you'll get a result you want.  Conflict sells - just look at the news.  
  • Identify the problem. (This could be a problem, for example, that your product solves.) Identify causes of the problem. (Give actual examples of the conflict surrounding the problem.) Show how and why you solved the problem. (This is where you provide resolution to the conflict.)
  • t’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • kmcastaneda
      kmcastaneda on 27 May 15
       
      Wow!  I will say - it has to totally depend on what is asked of you.  I was asked to fill 90 minutes.  I broke up the presentation into 4 mini ones, with interactive, kinetic, visual, audio, etc. connection opportunities...human to human.  
  • Problem Your solution Business model Underlying magic/technology Marketing and sales Competition Team Projections and milestones Status and timeline Summary and call to action
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I wonder if there's a corollary for education?  I'm thinking about my own needs here, but does this make sense: Problem - Issue in literature that needs analyzed Solution - specific literary theory Business model - structure of theory? Tech - tenets of theory? Marketing/sales - why they should use it? Competition - different branches of theory Team - historical background of theory Milestones - good theorists do "blank" Timeline - restated steps of theory? Summary - ?
  • What is the real purpose of your talk? Why is it that you were asked to speak? What does the audience expect?
    • amytlach
      amytlach on 19 May 15
       
      These seem to me to be the most important take aways for me today.  Time thinking and brainstorming about the true purpose of the presentation--without technology! I think that we have been conditioned recently to turn to the computer first for information and then figure out what to do with it. 
    • Evan Abbey
      Evan Abbey on 23 May 15
       
      "Purpose" is a very important and nuanced term. You many times have several purposes, including overt ones (inform your audience of x, y, z) and covert ones (convince them to dot his job they don't want to do, try to cut down on the number of rumors flying around)
  • If your audience could remember only three things about your presentation,what would you want it to be? (1)__________ (2)__________ (3)__________
    • amytlach
      amytlach on 19 May 15
       
      These three things that you want them to remember can be founded at the same time as the initial preparation that happens without technology. If it is important  to be remembered, what will make the audience make a connection to it and actuallyremember it. 
    • Evan Abbey
      Evan Abbey on 23 May 15
       
      Yes, absolutely. And, they should be ingrained (engrained?) in your memory, so that if (in the middle of your presentation) you aren't meeting those items, you can shift on the fly.
  • 10/20/30 Rule of PowerPoint
    • amytlach
      amytlach on 19 May 15
       
      I absolutely love this way of thinking! easy to remember and makes great sense.  This is something that I will be able to share with other staff members that I work with that is simple and valuable at the same time to help them improve. 10 slides, 20 Minutes, 30 point font! 
    • Karen Stern
      Karen Stern on 22 May 15
       
      I agree! This is an easy way to remember and share with others the rules of making a clear and engaging presentation.
  • Visuals should be big, bold, clear, and easy to see. Allow graphic elements to fill the frame and bleed off the edges. Use visuals in an active way, not a decorative one. Aim to carefully trim back the details. Make your presentation—visuals and narration—participatory.
    • amytlach
      amytlach on 19 May 15
       
      These are great to work from, very succinct and simple to do.  Another thing that will be great for me to share with others that is simple and easy to do, while continually improving things along the way
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      #4!  Efficiency.  Yes.  Otherwise we can blather away without purpose.  The 'Curse of Knowledge'.  
  • 50-minute presentation
    • Karen Stern
      Karen Stern on 22 May 15
       
      Even though this is not Reynolds' main thought here, I appreciate the fact that he mentions that a part of preparation is knowing how much time is available to communicate with the audience. To avoid the information attack, it is wise to limit the amount of information being shared in a manageable amount in the time alloted.
  • How much background information about your topic
    • Karen Stern
      Karen Stern on 22 May 15
       
      Just like with any teaching, I have found that audiences vary greatly in their prior knowledge. It is a challenge to share background information without boring those who already know it.
  • really helps solidify and simplify my message in my own head
    • Karen Stern
      Karen Stern on 22 May 15
       
      I really like this idea of planning on a white board or on paper. Like Reynolds, I can see that I would feel freer to think outside the box since it is "just" a planning step.
  • you also arouse your listener’s emotion and energy
    • Karen Stern
      Karen Stern on 22 May 15
       
      In the professional development that I am asked to lead, teachers need to hear the stories of students. I can see that without the stories to back up the information, I will not be able to tap into the energy and emotions of the audience members.
    • Evan Abbey
      Evan Abbey on 23 May 15
       
      Karen, this is so important! The hardest part for me as a professional development person is to develop those stories that resonate. Too many times I've seen myself and my colleagues fail here.
  • down-to-earth language that was conversational yet passionate
    • Karen Stern
      Karen Stern on 22 May 15
       
      This is so descriptive of the language to which an audience can relate: conversational yet passionate. When speakers are "pie in the sky" rather than down to earth, the audience thinks, "They don't understand what I do every day." I've thought this myself during a presentation!
  • find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
    • Karen Stern
      Karen Stern on 22 May 15
       
      What a great idea. Average age divided by two equals the minimum font size allowed. As I think this through, I find that as a visual learner, I DO tune out the speaker if they have all their information on the slides.
  • if your presentation is not based on solid content, you can not succeed.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      This is why I fear not having all my notes on my slides!  I want to express so much information so that I am deemed the credible expert.  I fear I might get caught up and freeze in mid-speech and then fumble without knowing what to say.  Alas, I just reminded myself that I simply need to chunk down the ingo - more slides, each with less info rather than stuffing all the info into one slide.  
  • without making the effort to make the information or data applicable to the members of the audience.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      Ahhh!  I'm called out.  The example I sent in for this class of my presentation is demonstrative of this point.  
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
  • thing
  • not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
  • not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
  • I have seen pretty good (though not great) presentations that had very average delivery and average graphics, but were relatively effective because the speaker told relevant stories in a clear, concise manner to support his points.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      This reminds me of the idea behind - "I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel."  ― Maya Angelou   ....Stories evoke FEELings, that's why we love them so much; we resonate, we see ourselves in the storyline, connecting to it.  The point here that we illustrate the points we're making through story means the story provides not only the support of our point, it also is the PROOF!
  • We fear what we do not know. If we know our material well and have rehearsed the flow, know what slide is next in the deck, and have anticipated questions, then we have eliminated much (but not all) of the unknown
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      Great point.  In addition, confidence is the natural byproduct, natural consequence of doing the act, of doing, of doing what you fear.  We tend to think it's the other way around - that we must first find/create/elicit confidence within us and THEN do the doing.  Nope.
  • “Forget PowerPoint and statistics, to involve people at the deepest level you need to tell stories.”
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      This is a cure and remedy for the problem of audience - of having an audience that you anticipate to be difficult, or having an audience that you don't know anything about, don't know their background of knowledge of your topic, if any (or an audience of all mixed awareness).  The remedy, as I have found, is to strive for communicating to human universals.  If I can propose any point I'm making as having a root anchored to a purposeful and meaningful WHY, then I'll elicit feelings that will hook the audience, and this strong, empathic connection may even lead to their forgiveness of me if I screw up in content, or it may lead to their overlooking something I lack technically.  
  • you want to position the problems in the foreground and then show how you’ve overcome them,” says McKee. If you tell the story of how you struggled with antagonists, the audience is engaged with you and your material.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      Also, it's like more proof - if we can illustrate how this idea we're presenting is a natural part of the resiliency process, people will buy in.  We're always looking for solutions that work, and we want to hear them first hand. 
  • you should not fight your natural inclination to frame experiences into a story; instead, embrace this and tell the story of your experience of the topic to your audience.
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      I fight my natural inclination often, as if my meager story, my own personal experience, isn't worthy enough.  Yuck.  Truth is, I deal with very difficult subject matter in my talks, and people want a way out of these predicaments I address.  I'm grateful to Garr and Robert McKee for, in a sense, making me feel like I can give myself permission to trust my own journey and share it like a beacon of inspiration and hope.  
  • The best kamishibai presenters did not read the story, but instead kept their eyes on the audience a
    • kmcastaneda
      kmcastaneda on 26 May 15
       
      Eye contact.  Bam.  So simple!  I try to engage in every person's eyes.  I know that when I'm at a concert or a lecture, whatever, when the speaker/artist looks in my eyes amongst all eyes in the group...I'm spellbound.  I feel special.  I'll recall that experience, that moment, that person with warm regard and impactful, resonant significance.  
  • in a voice that was human, not formal.
    • kmcastaneda
      kmcastaneda on 27 May 15
       
      HUMAN voice, not formal.  This is relieving to hear.  Even when it's a formal presentation, I can be human first.  I need this.
  • powerful man simply shrugged his shoulders and said “...ah, doesn’t matter. My point is...” He moved forward and captivated the audience with his stories of the firm’s past failures and recent successes
    • kmcastaneda
      kmcastaneda on 27 May 15
       
      I need to hear these real life stories of how people gracefully handle presentation glitches.  
  • (1) He knew his material inside and out, and he knew what he wanted to say.
  • He did not let technical glitches get in his way. When they occurred, he moved forward without missing a beat, never losing his engagement with the audience. (4) He used real, sometimes humorous, anecdotes to illustrate his points, and all his stories were supremely poignant and relevant, supporting his core message.
  • it was, above all, authentic
  • If you do not believe it, do not know it to be true, how can you connect and convince others with your words in story form?
    • kmcastaneda
      kmcastaneda on 27 May 15
       
      100%.  Truth.  
  • a normal human being cannot comprehend more than ten concepts in a meeting
    • kmcastaneda
      kmcastaneda on 27 May 15
       
      I love these sort of anecdotal, formula claims.  Helps cement the concept with clarity.  
  • first, that they don’t know their material well enough; second, they think that more text is more convincing. Total bozosity.
  • Force yourself to use no font smaller than thirty points.
  • it requires you to find the most salient points and to know how to explain them well
    • kmcastaneda
      kmcastaneda on 27 May 15
       
      This exercise is great because of this: It 'forces' you.  ;)  Yes.  
amytlach

Articles: Presentation "Awakening" - 1 views

moodlesw.aeapdonline.org/...view.php

shared by amytlach on 16 May 15 - No Cached
    • Wendy Arch
      Wendy Arch on 16 May 15
       
      Wendy here -   This will probably be my biggest hurdle.  We always feel like our content is the most important, so limiting it to just 6 words will be tough.
  • Put it in terms people can visualize
    • Wendy Arch
      Wendy Arch on 16 May 15
       
      This makes sense.  It's one of the Active reading strategies for a reason.
  • ...31 more annotations...
  • The use of the PowerPoint presentation has been a disaster. It should be ditched."
    • Wendy Arch
      Wendy Arch on 16 May 15
       
      My AP English seniors do a presentation before community members every spring.  One of the things that several community members emphasized this year was the students' horrible use of PowerPoint.  Even worse was their use of Prezi.  So this makes a lot of sense given that earlier live feedback.
    • Karen Stern
      Karen Stern on 17 May 15
       
      Wendy, I am curious about the specifics in that feedback. What was horrible about their use of PP or Prezi? Would it have benefitted their presentation to have NO visual prompts?
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      One specific panel member was adamant that PPT was too "old fashioned" and clunky and interrupted the communication between two individual.  His biggest argument was essentially what the Presentation Zen philosophy is advocating -- tell a story and be real.  He felt that PPT encouraged reading - not communicating.
  • Unexpectedness
    • kliston
      kliston on 17 May 15
       
      Trying to surprise or illustrate the holes people have in their knowledge is something that I would like to try. This tactic is something that will keep my staff engaged and motivated.
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      I see so many experts and successful public people experience so much success with this tactic of Unexpectedness.  It's truly where one can shine by accessing his/her creativity, intuition, and risk-taking courage.  I'm a big, big fan of this one.  
  • Stories get our attention and are easier to remember than lists of rules.
    • kliston
      kliston on 17 May 15
       
      Storytelling is a very powerful way to get a message across. One thing I struggle with is finding stories that illustrate the points I am trying to make. I hope that this is something that we will continue to learn more about.
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      Exactly!  My favorite part about listening to speakers is when they communicate personal stories to illustrate a point they're making.  "You get to their heart first and then you get to their minds."  - Dr. Raymond E. Morley
  • When you show up to give a presentation, people want to use both parts of their brain.
    • kliston
      kliston on 17 May 15
       
      I had never thought about the two sides of the brain and how they both need to be activated in order for participants to retain their focus.
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      When I give presentations I lead the group first in a somatic exercise - alternate nostril breathing.  Not kidding!  I share how it helps marry both hemispheres and activates their motor skills, attention, and sense of calm.  It primes them for learning, and, is an odd but goofy fun way to sort of 'break the ice' at the very beginning of a presentation. 
  • Second, make slides that reinforce your words, not repeat them. Create slides that demonstrate, with emotional proof, that what you’re saying is true not just accurate.
    • kliston
      kliston on 17 May 15
       
      Creating emotional slides that demonstrate the content not just highlighting key words is something I would really like to focus on. When there is emotion, there is action!
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      Big take-away here is Seth's use of the word 'proof'.  What a great way to frame my thinking around this.  Also, the word 'reinforce' as opposed to repeating.  Really helpful.  
    • amytlach
      amytlach on 18 May 15
       
      Reinforce, NOT repeat is a great take away. Emotional connects will make things last in the memory bank when they are long past and another image that is seen evokes that same feeling. 
    • amytlach
      amytlach on 18 May 15
       
      Reinforce, NOT repeat is a great take away. Emotional connects will make things last in the memory bank when they are long past and another image that is seen evokes that same feeling. 
  • create a written document. A leave-behind.
    • kliston
      kliston on 17 May 15
       
      Leaving the information that I typically would have put in the PowerPoint in "leave behind" handout is a great idea. This way people leave with a document that they can reference when they go back and try things in their classroom.
    • Karen Stern
      Karen Stern on 17 May 15
       
      Great idea (although more work!) This answers my question from the "Time to Ditch PowerPoint?" article.
  • putting the same information on a slide that is coming out of our mouths usually does not help
    • Karen Stern
      Karen Stern on 17 May 15
       
      This is a challenging thought for me. I have studied quite a bit about Gardner's Multiple Intelligence theory and student learning styles. How do we (as presenters) address the issue of audience members who have differing learning styles? For example, I KNOW that I am a visual learner. It helps me to read something in print rather than just hear someone else read it aloud.
  • if your presentation visuals taken in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • Karen Stern
      Karen Stern on 17 May 15
       
      Ouch! That hits home! So what should be done when an administrator wants to see a presentation that can be shared later with any peers who could not attend the presentation? This article is leading me to think that I may need two presentations: one for those who are present and one for those who are not.
    • amytlach
      amytlach on 18 May 15
       
      This is the home run for me....With out the need for a person to make a presentation, my job isn't needed.  I'm there to build relationships and educate, with the help of a presentation, not vice versa.
  • No dissolves, spins or other transitions.
    • Karen Stern
      Karen Stern on 17 May 15
       
      I am glad that this is being addressed! Those transitions always seem like time-wasters to me.
  • “Curse of Knowledge.”
    • Karen Stern
      Karen Stern on 18 May 15
       
      This is so true. It is often tempting to give too much information during a presentation. What has taken me months or years to study, I feel the need to throw out to the audience all at once.
    • Wendy Arch
      Wendy Arch on 18 May 15
       
      I'm always afraid that if I don't address it, then they won't know it, and won't be able to apply it in class.  I realize that I'm adapting a presentation to a context that it really isn't meant for (teaching new ideas), but I think it still works.
  • Stories.
    • Karen Stern
      Karen Stern on 18 May 15
       
      Stories will be a good way to share professional development ideas for classroom strategies.
  • Put them in your hand.
    • Karen Stern
      Karen Stern on 18 May 15
       
      This is a great idea. What is on the slides should not dictate what I am saying as a presenter. Having cue cards in hand will keep the speaking on track.
  • Simplicity. If everything is important, then nothing is important. If everything is a priority, then nothing is a priority. You must be ruthless in your efforts to simplify—not dumb down—your message to its absolute core.
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      Ahhh! The tendency to want to include every single related thing...This has been a pattern not only in presentations, but also in everything I do in my life. I have a hard time knowing how much is enough, because I want to include absolutely everything. This is no doubt the toughest part for me. I know for the audience, they don't know what's in my head, so they don't know if I'm leaving anything out (according to me). Got to remember this!
  • will hit people at a more visceral level. “So that’s what 100 grams of fat looks like!”
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      This is great - 'visceral level'.  You know you've hooked someone when they can really FEEL it in their gut.  Key.  
  • It’s how humans have always communicated.
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      I hold a series of workshops and give presentations in my health coaching work that are all about the stories we tell ourselves.  Here are a few of my favorite related quotes: 1) "A person without a story does not exist.  I tell a story, therefore, I exist.  We tell our stories to define our existence.  If we do not tell a story, we do not exist."   - Shekhar Kapur 2) "There is no agony like bearing an untold story inside of you." - Maya Angelou 3) "If stories come to you, care for them. And learn to give them away where they are needed. Sometimes a person needs a story more than food to stay alive." - Barry Lopez, in Crow and Weasel
  • redundant and can actually hurt understanding. This may seem counterintuitive and it certainly runs counter to many of the ways presentations are made in business or lesson taught in schools.
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      I really have mixed feelings about this.  I know too many words on a slide is ineffective and actually hurts learning.  However, I benefit from reading the text, too.  Seeing the words in a format (I really pay attention to design elements, composition, hierarchy of text in size and font variation, margin alignment, compartmentalization, etc. when I do include words on a slide) helps burn that idea into my brain, and when I recall that information, I can see it again in my mind (if it's done in an artful and design-conscious way).  I'm incredibly visual.  And I learn equally as well by audio. When I recall information in the future, the sound of the initial arrator's voice will continue to accompany the words I've read if I'm, say, following along in a book while listening to the audio version.  
    • kmcastaneda
      kmcastaneda on 18 May 15
       
      Also, as an English (and art) teacher at an alternative school where we don't have grades and students are mixed with all kinds of academic skills and experiences (I could have a 14 year old and a 21 year old in my class at once), so reading books in class while following along (active listening, lots of discussion and supplemental activities during) to the audio has been incredibly successful for all students.  
  • Now, you can use the cue cards you made to make sure you’re saying what you came to say.
    • amytlach
      amytlach on 18 May 15
       
      Back to basics for me with this.  Memory doesn't always work like it used to and this is a quick and simple fix. 
  • reinforce your words, not repeat
  • reinforce your words, not repeat
  • reinforce your words, not repeat
  • reinforce your words, not repeat them
  • reinforce your words, not repeat them
  • reinforce your words, not repeat them
  • Don’t hand out the written stuff at the beginning
    • amytlach
      amytlach on 18 May 15
       
      Very simple, but many times forgotten.  Sometimes I make presentations where things are on the table at the start of the event.  It is much harder to capture attention and get a good start when this is the case. 
  • No more than six words on a slide. EVER. There is no presentation so complex that this rule needs to be broken.
    • amytlach
      amytlach on 18 May 15
       
      This will be a challenge for me, but worth working towards. 
  • Champions must sell
    • amytlach
      amytlach on 18 May 15
       
      Selling is a concept that seems funny to use as a descriptor, but it truly what we are doing when we are teaching or presenting new ideas in front of an audience.
  • everyone else is busy defending the status quo (which is easy) and you’re busy championing brave new innovations, which is difficult.
    • amytlach
      amytlach on 18 May 15
       
      This will sometimes challenge me, but the end result will be worth it! 
  • hand out print-outs of your slid
    • amytlach
      amytlach on 18 May 15
       
      Is it beneficial to hand out something for note taking purposes as presentations change in to more visual and fewer words?? As a learner, I could see some time that I would like to have the image to take with me with some notes that would jog my memory. 
  • put your ideas in human terms
    • amytlach
      amytlach on 18 May 15
       
      This is something that I try to do every time that I present with images that jog memories or will create curiosity as mentioned above. Are there other ways to do this besides images...maybe with sounds? Dont want to get in to cheesy transitions sound effects from Power Point, but maybe recorded sounds from on a farm or even music? May sound a little far out, but with some of the younger students that I work with, it might work. 
  • real examples
    • amytlach
      amytlach on 18 May 15
       
      Sometimes the real examples in my job become controversial.  The best way to handle conversations and keep the presentation moving comes to mind here for me. 
jessicawoods8

Articles: Presentation "Awakening" - 8 views

moodlesw.aeapdonline.org/...view.php

shared by jessicawoods8 on 07 Jul 14 - No Cached
  • sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories
    • kbelland21
      kbelland21 on 07 Jul 14
       
      SUCCES is a great acronym to remember when creating presentations that you want to "stick" with your audience.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      I love the acronym. It is very inclusive.
  • as many footnotes or details as you like
    • kbelland21
      kbelland21 on 07 Jul 14
       
      Great idea!
  • Don’t hand out the written stuff at the beginning!
    • kbelland21
      kbelland21 on 07 Jul 14
       
      I see this a lot! I often ignore the presenter and focus on the handout.
    • mnollsch
      mnollsch on 11 Jul 14
       
      Or you get bored with the presenter because you already read the handout!
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      This is so true! I often don't know what to focus on if I am given the handout ahead of time. I get overwhelmed and it gives me time to "check out" of the presentation when I re-enter it and realise I'm lost.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      I have to admit I do love receiving the hand outs.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      The part I hate about this is that handing out the notes seems to take forever. If they were already there on the table when I arrived, I'm in a better mood.
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      It not only takes forever but it seems no one listens because they are busy thumbing through the handout content! (Yes, I am guilty!)
    • nettiemarie
      nettiemarie on 03 Aug 14
       
      this I have an issue with only because handouts help to clear up ideas for me when the speaker is not clear.
  • ...40 more annotations...
  • No more than six words on a slide. EVER
    • kbelland21
      kbelland21 on 07 Jul 14
       
      Interesting! Guilty of including more than 6 words per slide.
    • joyisuful
      joyisuful on 10 Jul 14
       
      I am so guilty of this and realize my presentations were BORING!
    • mnollsch
      mnollsch on 11 Jul 14
       
      It is hard to imagine six words! I am going to have to work hard to manage that
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      Yeah... I don't like the term "rule" here. More like a guideline.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      Six words will be extremely hard for me. I think I have mastered using phrases instead of sentences, but this will be a challenge.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      I am guilty of doing this, as I think many people would be! 
  • rip sounds and music from CDs and leverage the Proustian effect this can have
    • kbelland21
      kbelland21 on 07 Jul 14
       
      Never thought of this. It would get audiences attention.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      I like this idea for keeping the attention of my students. 
    • we4nails
      we4nails on 14 Jul 14
       
      Seems like a no-brainer to me. Music people do this all the time, I NEVER use canned sounds. There is a balance though, between using music as an attention getter and trying to actually connect it to the presentation. I have seen many attempts at this that are more distracting than anything. Making sure the cut of music makes sense is important to.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      I like sound in the background when I make an imovie. This could work here too. Again, my audience is middle schoolers and they love to listen to music and do anything else at the same time.
  • If everything is important, then nothing is important. If everything is a priority, then nothing is a priority.
    • joyisuful
      joyisuful on 10 Jul 14
       
      I need to keep working on figuring out what is important and what is a priority!
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      This is an important idea to remember.  It seems like a difficult task though! 
  • And yes, these six compress nicely into the acronym SUCCESs.
    • joyisuful
      joyisuful on 10 Jul 14
       
      I love how these words come together to make SUCCESs!  Goes together so well.  
  • Statistics, say the Heath brothers, are not inherently helpful. What’s important is the context and the meaning. Put it in terms people can visualize. “Five hours of battery life” or “Enough battery life to watch your favorite TV shows nonstop on your iPod during your next flight from San Francisco to New York”?
    • joyisuful
      joyisuful on 10 Jul 14
       
      It makes things so much more interesting when we make it something people can visualize- nobody likes to look at a bunch of facts and figures.
  • A picture of an enormous plate of greasy French fries, two cheeseburgers, and a large chocolate shake will hit people at a more visceral level. “So that’s what 100 grams of fat looks like!”
    • joyisuful
      joyisuful on 10 Jul 14
       
      This is something I struggle with- I love looking at these pictures in these articles and think they are so useful and relevant but have a hard time thinking of how to pull them into my own presentations.  Hoping this is something I improve on greatly in this class.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      My presentations tend to have lots of visuals, but I need to incorporate other visuals that create this effect.  Some of the visuals I use are better at this than others.  
  • Stories get our attention and are easier to remember than lists of rules
    • joyisuful
      joyisuful on 10 Jul 14
       
      I feel that this is so true.  I try to use stories a lot in my classroom and have realized when I do it really helps my students remember better.
    • mnollsch
      mnollsch on 11 Jul 14
       
      And I like the idea of using a picture to support the story. If you think about Ted Talks this is what most of them do,
  • he redundancy effect says that if one form of instruction (such as the spoken word) is intelligible and adequate then providing the same material in another form (such as lines of text on a screen that mimic the words being spoken) are redundant and can actually hurt understanding. This may seem counterintuitive and it certainly runs counter to many of the ways presentations are made in business or lesson taught in schools.
  • The redundancy effect says that if one form of instruction (such as the spoken word) is intelligible and adequate then providing the same material in another form (such as lines of text on a screen that mimic the words being spoken) are redundant and can actually hurt understanding. This may seem counterintuitive
    • mnollsch
      mnollsch on 11 Jul 14
       
      I have never heard of the redundancy effect but it makes sense. We want to use multiple modalities but not with identical information...then folks get annoyed
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      It is so true. I was just talking to a student the other day about this. When information is redundant, that is the exact point they tune out (if they haven't already due to poor communication).
    • tjbudd
      tjbudd on 14 Jul 14
       
      I'm guilty of redundancy. Probably because that's what we are so commonly exposed to in school and in continuing education.
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      Yes... redundancy. Like when I am talking to my son about mowing the yard and he has his video game on at the same time. And then the yard doesn't get mowed. He can now say... "sorry, dad, you didn't adjust for redundancy". That is something he would say, by the way.
  • es, you could send a memo, but no one reads anymore.
    • mnollsch
      mnollsch on 11 Jul 14
       
      This was interesting to me as I know people do better with memos if you DO use bullets. They scan and look for the content. However, in a presentation this backfires because of the redundancy effect. So bullets have a place, just not in powerpoint!
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      I agree with this comment.  When I get an email that is several paragraphs long, I rarely make it past the first couple of sentences.  Bullets do help in this situation, but not if someone is just going to read the bullets to me.  
  • And it’s long past time that we realized that putting the same information on a slide that is coming out of our mouths usually does not help — in fact usually hurts our message.
    • mnollsch
      mnollsch on 11 Jul 14
       
      Important take away from this article
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      Yes, I am guilty of not listening when a presenter puts all of their content on the slides.  Especially when they give you a copy of their presentation.  Why would I expect my students/listeners to be any different?  
    • we4nails
      we4nails on 14 Jul 14
       
      I often feel insulted when I am read to and figure that if they give me a copy, I can just figure it out on my own later thanks to them giving me the notes! I zone out too...I think the effort to ditch the current use of Power Point really depends on the purpose of the presentation and the expectations placed on the presenter. My sister works for Nationwide as a project presenter and she is REQUIRED to give a copy of the presentation, and the expectation is that EVERYTHING she will say is in the presentation. She is basically mandated to produce death by Power Point and fears that a change in method will result in complaints and negative feedback. She loved the ideas I shared with her from this article and the course. I think that in both schools, and the business world, there will need to be a lot of pre-teaching and change in the purpose for the presentation. We often combine the detailed notes with the presentation. This approach separates the two.
    • tjbudd
      tjbudd on 14 Jul 14
       
      I find myself catching up on emails when a presenter is reading the PP. I assume if they're reading it, I don't need to look at it.
  • Don’t hand out print-outs of your slides
    • mnollsch
      mnollsch on 11 Jul 14
       
      I gave that up a long time ago. Seems like students are then more interested in the handouts and zone out.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      I feel like having a print out of the slides would also allow the audience to tune you out. 
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      I also stopped doing this a long time ago. I am guilty of "tuning out" when I have the exact same thing in my hand that is on the screen - I don't need someone to read it to me. However, I sometimes like to have the print out at the end as a reminder....
  • The best way to do that is to pose questions or open holes in people’s knowledge and then fill those holes.
    • mnollsch
      mnollsch on 11 Jul 14
       
      Great strategy.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      How to create the curiosity.  
  • the way PowerPoint is used should be ditched, not the tool itself.
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      This is so true. We need to re-think the way we are using the tool and realise that it is us that needs to change how we are using the tool. I have recently had this revelation with several apps we use in the classroom on our iPads. We too easily blame the tool and not the brain behind using the tool.
  • it is more effective to target both the visual and auditory processors of working memory
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      This helps me understand why when we see a visual it is easier to remember the verbal message that came with it. I was surprised to see how many images I remembered when Alvin Trusty showed them at the end of his presentation. Powerful.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      This goes along with visual notes.  Traditionally, students are encouraged to take notes using only text.  There is a movement and research that suggests using visuals in the note taking process actually helps students retain more information.  
    • mnollsch
      mnollsch on 13 Jul 14
       
      I recently watched the Sunni Brown Ted Talk on Doodling.  If you haven't watched it, it's worth checking out.  I have been a doodler all my life and this makes so much sense to me. It matches your comments about using visuals on note taking. https://www.ted.com/talks/sunni_brown
    • we4nails
      we4nails on 14 Jul 14
       
      I find that this works when you add a kinesthetic movement to an idea as well. The nonverbal cue, even if given by the presenter can be equally effective in triggering a memory later.
  • Often, people come to a conclusion about your presentation by the time you’re on the second slide
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      This makes me think twice about how I should start a presentation. I think it would be most effective to have a strong visual that hits up the major message you are going to get at. It should evoke emotion from the start.
  • to sustain their interest, you have to stimulate their curiosity
  • Unexpectedness
    • fshellabarger
      fshellabarger on 12 Jul 14
       
      It is so essential that we get at students' curiosity when we teach! We are the same way as adult learners. What do we take pride in learning? Things we are interested in and genuinely curious about. If we can strike curiosity in our listeners, it will give ownership to the learning and make it personal for them. Curiosity drives innovation and new levels of learning!
    • we4nails
      we4nails on 14 Jul 14
       
      Curiosity also engages the higher order thinking that as educators we are always trying to get students to participate in!
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      When creating presentations, remember this fact.  It doesn't mean the death of PPT, just reinforcing the fact that presenters need to look at the presentation differently.  
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      Good point! It doesn't mean one is better than the other... just can't do both at the same time via PPT.
  • hen, when you start your presentation, tell the audience that you’re going to give them all the details of your presentation after it’s over, and they don’t have to write down everything you say. Remember, the presentation is to make an emotional sale. The document is the proof that helps the intellectuals in your audience accept the idea that you’ve sold them on emotionally.
    • tjbudd
      tjbudd on 14 Jul 14
       
      I lose students when they take notes during a discussion or story. Fine for facts.
    • Kristina Dvorak
      Kristina Dvorak on 12 Jul 14
       
      This is an interesting thought.  I wonder how well it would work with high school students?  It's nice that students would be able to focus on what is being said, but at the same time studies show that more information is remembered when actual writing (not typing) takes place. 
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      This applies to all technology, not just Power Point. I'd say "making a webpage" is not a method either... it should be a medium to a greater purpose. Teaching students this so that they truly understand it, though, can be challenging. I'd say we don't do this very well in K-12 education.
  • You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotion
    • we4nails
      we4nails on 14 Jul 14
       
      I LOVE this! We actually use a method for creating lesson plans called the "Comprehensive Musicianship Plan" which emphasizes the need for an affective outcome in each lesson. I think that this can be applied to having an affective outcome for every presentation. If you can't connect your audience to the heart of what you are saying, and draw some sort of emotional emphasis, it will never stay with them in the long run.
    • tjbudd
      tjbudd on 14 Jul 14
       
      I think back to presentations I've attended and how many of those actually motivated a change in my behavior. The common theme was that successful presentationsI left me feeling angry, embarrassed, happy, or encouraged.
  • simplify—not dumb down—your message to its absolute core. We’re not talking about stupid sound bites here
    • we4nails
      we4nails on 14 Jul 14
       
      To "not dumb down" is something to stress. I struggle with the balance of not being overly-technical, and at the same time, avoiding the trap of dumbing down the information. I often try to think the way a news reporter would. How can we get this across in a short number of words, so most people can understand, but so that those who have elevated levels of understanding aren't turned off?
  • Communication is about getting others to adopt your point of view
    • tjbudd
      tjbudd on 14 Jul 14
       
      The key is to keep that message in mind as we organize a presentation.
    • Evan Abbey
      Evan Abbey on 14 Jul 14
       
      True... even when it isn't really a persuasive presentation, there is still a mindset that you are trying to get your audience to adopt. That is what is difficult for me.
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      We want to help them to remember- adding the emotion helps with the memory!
  • No dissolves, spins or other transitions.
    • tjbudd
      tjbudd on 14 Jul 14
       
      I had an instructor use every imaginable transition and sound effect during my undergrad work. It was so loud and frustrating that I found myself focusing on the transitions instead of the material.
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      I find all these transitions distracting, also. Ugh.
  • he diagram uses a visual modality and the speech uses an auditory modality which should result in greater working memory capacity and better understanding,
    • Patty Harrell
      Patty Harrell on 14 Jul 14
       
      I have used power point handouts for notes. When I could not attend a conference, but a peer went we could review the notes and I felt I learned a great deal. Also, I have used powerpoints as cheat sheets. These would have been the really bad ones where the speaker was actually not needed.
  • Your audience will thank you for it, because deep down, we all want to be sold.
  • One of the components for creating sticking messages is story
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      People will tend to remember a key point better if it is tied to a story. 
  • six principles from Made to Stick
  • time off the grid,
    • Patty Harrell
      Patty Harrell on 16 Jul 14
       
      I agree, it is extremely beneficial to walk away and re charge. For me, it's excercise-mostly outdoor like walking, hiking, biking or swimming. They take my mind to a whole new place and later I can come back with new awareness.
  • it is more difficult to process information if it is coming at you both verbally and in written form at the same time
    • david moeller
      david moeller on 15 Jul 14
       
      I like to close my eyes when someone is relaying a complex idea. I think if the idea is less difficult to comprehend the effect is less. But by personal experience, i agree.
  • "It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented."
  • people want to use both parts of their brain.
    • david moeller
      david moeller on 15 Jul 14
       
      this seems like a good way to remember to complement ideas verbally with images in the powerpoint - right brain/left brain. people enjoy being fully engaged.
  • background knowledge on the topic.
    • david moeller
      david moeller on 15 Jul 14
       
      Remember to forget. This is hard. Knowing and meeting your audience where they are is crucial.
  • violating their expectations.
  • Surprise people
    • david moeller
      david moeller on 15 Jul 14
       
      This is one of my goals for future presentations. Surprises are exciting and engage your audience.
  • if your presentation visuals taken in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      Good question to remember!
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand.
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      Another reminder to not put EVERY word on the PowerPoint slides.
  • Second, make slides that reinforce your words, not repeat them
    • jessicawoods8
      jessicawoods8 on 22 Jul 14
       
      Keyword to remember: reinforce
kluttenegger

Articles: Design - 0 views

moodlesw.aeapdonline.org/...view.php

shared by kluttenegger on 19 Jun 15 - No Cached
  • You can then save the PowerPoint file as a Design Template (.pot) and the new template will appear among your standard Microsoft templates for your future use. You can also purchase professional templates on-line (for example:
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      Awesome!  I didn't know that you could do this.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Good to know.
  • Colors can be divided into two general categories: Cool (such as blue and green) and Warm (such as orange and red). Cool colors work best for backgrounds as they appear to recede away from us into the background. Warm colors generally work best for objects in the foreground (such as text) because they appear to be coming at us.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      I often don't think in terms of the cool/warm colors but just try to pick colors that go together.  Now I will be more mindful.
  • Lots of extras actually take away meaning because they become a distraction.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      Throughout the course readings, I've come to really understand this.  The great examples speak for themselves.
  • ...32 more annotations...
  • Do any slides feel text heavy? Be honest with yourself.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      I realize that my slides have been very text heavy in the past.  Now it is easy to think, duh, why put all the text on the slide, if I'm going to be sharing the information with my audience anyways.
  • This happens when you take a low-rez jpeg (from a website, for example) and stretch it out.
    • leahjmiller
      leahjmiller on 19 Jun 15
       
      This is very frustrating to me.  I've experienced this many times and I often end up picking a different picture.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      This is a hard topic to explain to people. I have worked with staff for many years explaining bigger is better. You can always make it smaller and be ok but the oppposite is not true.
  • People should be able to comprehend each one in about three seconds
    • dahrens20
      dahrens20 on 22 Jun 15
       
      Being a business teacher I'm seeing a lot of similar traits to building resumes and app letters...the effectiveness of white space and as  mentioned here the eye test.
  • A clear visual hierarchy allows viewers to quickly ascertain a slide’s most important elements:
    • dahrens20
      dahrens20 on 22 Jun 15
       
      These slides are really hitting home with me with the larger font on the statistic. I'm realizing now that I haven't utilized statistics this way in the past in my presentations and will change that going forward!
    • berlandson
      berlandson on 30 Jun 15
       
      I also find myself trying to be "consistent" so I don't vary the font size.  This illustrates how important it is to emphasize the important!
  • The arrow comes in later to underscore the point: Our future looks good!
    • dahrens20
      dahrens20 on 22 Jun 15
       
      I've never seen a chart with the added emphasized arrow...I like it!  It definitely grabs your attention right away!
  • you hate bullet points
    • dahrens20
      dahrens20 on 22 Jun 15
       
      I'm definitely agreeing with using as few as bullet points as possible after looking through all the articles and lessons in this class. You're making me think real hard how I'm going to approach my college computer class that I teach. Obviously we aren't in PPT very long compared to the other Microsoft applications but never have I discouraged using bullets...now you're making this hard on me!  : )  There will definitely be some itmes and ideas that I take from this class and learn it forward.
  • Try to bold only the key parts of each point — limit it to as few words as possible.
    • dahrens20
      dahrens20 on 22 Jun 15
       
      Very simple but yet very productive!
    • pfineran
      pfineran on 26 Jun 15
       
      I have done this far too often in the past and also been in presentations that used too many bullets. I'm very excited to learn how to avoid this pitfall.
    • pfineran
      pfineran on 26 Jun 15
       
      When I first learned how to work with PPT, I thought animations and fades and such were a plus. Now I realize they get a little distracting.
    • pfineran
      pfineran on 26 Jun 15
       
      This a great rule of thumb to go by!
    • pfineran
      pfineran on 26 Jun 15
       
      As someone who is very visual in the way I process information, I can see that this second example would be what I would prefer. It's simple and it's a lot less to take in.
    • pfineran
      pfineran on 26 Jun 15
       
      I thought too much white space was a bad thing. Here it actually works to make the image/text stand out. I always thought there had to be strict balance.
  • if it is included in the software, your audience has seen it a million times before
    • kluttenegger
      kluttenegger on 28 Jun 15
       
      This seems so incredibly obvious, yet I have never considered it. The same clip art is being reused through the world and many presenters are probably unaware.  With high schoolers at least, I think overly cheesy or old graphics are a quick way to lose both credibility and engagement.
    • berlandson
      berlandson on 30 Jun 15
       
      In my personal finance class I have always used the company slides with my changes.  I was worried most about content and then last year one of my students asked if I had considered using a different template for each unit (it was stated in a kind way, just wondering way) and it made me see the need for change.  Last year I just changed templates....which they liked.  I wish they could see the changes this class is bringing for me!
  • Use appropriate charts
    • kluttenegger
      kluttenegger on 28 Jun 15
       
      The power of these charts lies in their simplicity. When we usually see charts in PD or staff meetings they are cram too much information into one slide. While I'm very unfamiliar with creating charts, I think well-designed and visually simple ones could enhance several of my presentations.
  • contains watermark
    • kluttenegger
      kluttenegger on 28 Jun 15
       
      I'm not sure there is a quicker way to advertise that your selection of images is lazy than to have a gigantic watermark plastered on a screen.  Students also need to be reminded how poorly this can reflect on a presenter.
  • Think of your slides as billboards
    • kluttenegger
      kluttenegger on 28 Jun 15
       
      This combined with the three second rule mentioned above are helpful tips, but also very practical. You don't need a degree in design to consider how quickly your slide can be comprehended.  I've never considered how quickly people give up on a slide that is confusing, but we all do it.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      Great concept. We only put important information on a billboard and that should follow suit on presentation.
  • Follow these steps to reduce and simplify your text-heavy bullet points
    • kluttenegger
      kluttenegger on 28 Jun 15
       
      I was getting a bit frustrated at being told why so many slides are crap but not having enough practical advice to prevent it. This list of steps is incredibly helpful. I can't wait to try and simplify some of my presentations, though I'm scared how long it may take for such a text heavy person like myself!
  • Image is stretched vertically & distorted
    • berlandson
      berlandson on 30 Jun 15
       
      This is a #1 "bad presentation" thing for students!  Sometimes I think they think they are at the mercy of the software and decide "I can't do anything about the strange picture"!  Distorted images draw the audience to the image rather than the message!
  • And this is even better…
    • berlandson
      berlandson on 30 Jun 15
       
      This really proves "a picture is worth 1000 words"..the slide started out so wordy and see it move to one "word" is impressive!
  • Remove all extraneous copy from bullet points
    • berlandson
      berlandson on 30 Jun 15
       
      Love this advice.  Hard for teachers to walk away from "the list", but this advice improves "the list"!
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
    • gsmutz
      gsmutz on 30 Jun 15
       
      Before this class, I had never thought about how important the white space was.  I am looking forward to making my powerpoint effective by using the white space to my advantage.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      White space - guess I always thought it looked blank and needed to be filled. I will have to practice this one.
  • If the photographic image is the primary area I want the audience to notice (such as a picture of a product), then the image can be more pronounced and little (or no) text is needed.
    • gsmutz
      gsmutz on 30 Jun 15
       
      I like how this idea was explained.  If the picture is the focal point, make it stand out!  If the text is the focal point, blur the picture and the text will draw the eye first.
  • Spend time in the slide sorter
  • Spend time in the slide sorter
  • Spend time in the slide sorter
    • gsmutz
      gsmutz on 30 Jun 15
       
      I don't think I have ever used this screen on powerpoint.  This will be beneficial to make sure my slides have a consistent theme and that they flow nicely.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      I remember when I have worked with staff who do not use powerpoint very much how excited they were to see the slide sorter. Some of them had deleted slides in the past because they were in the wrong order. OH MY!
  • Can you just send me your PowerPoint slides?” But if they are good slides, they will be of little use without you
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      This happens at a lot of the conferences I attend. I get the documents with links and things but the actual presentation? It should NOT be any good without the speaker.
  • Use high-quality graphics including photographs.
    • cherylfletcher
      cherylfletcher on 30 Jun 15
       
      The AEA provides great clip art and real photography. I push it to my staff but I feel they use the google images way to much and they are not always appropriate.
  • Unity. Slides with visual unity look as though the same person created them and make your message feel cohesive. You can achieve this through consistent type styles, color, image treatment, and element placement throughout the slide deck. Here’s a pair of slides to illustrate:
    • gsmutz
      gsmutz on 01 Jul 15
       
      I like how this looks.  How do you find images that you can do this with (put on any color screen)?  I also notice how each image is placed in line with the other images.
  • Step 4b: Replace bullet points with images
  • Step 4b: Replace bullet points with images
    • gsmutz
      gsmutz on 01 Jul 15
       
      This is a good way to get more pictures and less text.  It would also be easy to present on, given the pictures that you were showing.  I am assuming you show the whole slide at once, and not get one picture animated after another.
  • Step 4b: Replace bullet points with images
  • informed
ksteffener

Implementation in a Secondary Classroom (Articles) - 2 views

moodlesw.aeapdonline.org/...view.php

shared by ksteffener on 26 Jul 15 - No Cached
  • At the end of the project they can choose how they will present their findings.
    • Kristina Dvorak
      Kristina Dvorak on 26 Jul 15
       
      In my classroom, this might be allowing students to choose themes or subjects for their final projects while using the techniques we are studying.  
    • alissahansen
      alissahansen on 28 Jul 15
       
      I find that the possibilities are endless in the English classroom as well. I use RAFTs often where students choose the role of themselves as the writer, their audience, the format of the writing, and the topic, and they excel with this. With English, work is not just organized around a work of literature, it's really much more about what is gained through that exposure to said literature. This really helps makes giving choices possible in this type of environment. It is hard to give much choice when students need to be able to write a research paper in MLA format, however. They do have the opportunity to choose a topic, resources (I give them some, but do not force them to use the ones I provide because they are pretty knowledgeable when it comes to tech resources). The research paper is probably the most difficult unit for students and I think it is because it is so rigid of an assignment. I would love to offer more choice with this, but I am not sure if that would be possible. Choice in my classroom relates to learner interest as well. I always make sure to offer options that appeal to all, whether it is acting out a scene, writing an alternative ending, creating a Facebook account for a character, a podcast, writing a blog, or creating a comic book storyboard. 
  • It is a messier way to teach, though it takes more organization on the teacher’s part, not less. You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom. And Julie Ison (the team’s mathematics teacher) adds, “You have to have a principal who understands that when he walks into a roo
    • Kristina Dvorak
      Kristina Dvorak on 26 Jul 15
       
      This is very true.  As I attempt to make sense of this for my classroom, I am realizing the amount of prep work that is involved.  I realized I can continue to develop the resources that I make available to students, but I want it to be meaty to begin with.  
    • edamisch
      edamisch on 28 Jul 15
       
      I am often overwhelmed by the amount of resources there are for Spanish since there are 20+ Spanish speaking countries.  It is often difficult to know where to start since I write my own curriculum. 
    • bleza66
      bleza66 on 30 Jul 15
       
      This is also true in the special education environment. Each student is working individually on the subject they need assistance with or on an IEP goal area. It is often difficult for people who are not familiar with what we do to see what we are working towards. 
  • The classroom is more disorganized, with one student working one way, another a different way—you get the picture.
    • Kristina Dvorak
      Kristina Dvorak on 26 Jul 15
       
      This quote really spoke to me.  This is often what an art room looks like.  To a degree it is already personalized, but it can be more personal for the students.  That is my goal. It is funny because so many times administrators assume I can do more because I 'just' give my students a project and they work on it all week, so of course I must have all kinds of time.  But really the classroom is constantly in motion, I just don't stand at the front and direct all the motion.  It really does take an understanding administrator for this to work well.  
    • Lisa Hackman
      Lisa Hackman on 28 Jul 15
       
      This spoke to me as well. Working in an alternative education environment, I may have 10 students working on 10 different classes at any one time. Some may be working on-line while others are working out of a text book. Others may be in the hallway doing some fitness activities and still others curled up in a comfy chair reading a book. I, in the meantime, am usually traveling from student to student providing assistance. There is never a dull moment, that is for sure! And yes, an understanding and supportive administration is KEY!!
    • ksteffener
      ksteffener on 04 Aug 15
       
      What is normal to the spider is chaos to the fly. That is how I view my job! I love when administration walks in shakes their head and leave!
  • ...51 more annotations...
  • They’ll have to post a couple of responses—and post a couple of responses to responses— as part of the class. That’s going to get them trading ideas about the literature we read in class
    • Kristina Dvorak
      Kristina Dvorak on 26 Jul 15
       
      This whole quote reminds me of the importance of critique. Implementing this method of teaching really makes critique even more important.  It also allows students to learn from each other and explore ideas and techniques even deeper.   
    • bleza66
      bleza66 on 30 Jul 15
       
      I really like this idea because it allows deeper thought and more meaningful conversations to happen. I can see where this would lead to larger conversations with students and the class as a whole. 
  • Coach Debbie Camp remembers with a chuckle what most of the kids said—they loved doing it because it was a break from math!
    • lisalillian311
      lisalillian311 on 26 Jul 15
       
      Amazing comment from the students!  They didn't even know they were learning!
  • choices that promote feelings of control, purpose, and competence are likely to be more motivating than choices that do not.
    • lisalillian311
      lisalillian311 on 26 Jul 15
       
      What if a student doubts his choice to the point of frustration?  How can the student be redirected to make a confident choice that will turn into a learning experience? As the teacher, I would be afraid to over-assist a student with choices, if that student is not confident in their learning.
    • alissahansen
      alissahansen on 28 Jul 15
       
      I agree! I think students need to learn how they work best and to make choices based on that. I think this is hard for some of the students that I work with. It can be difficult when students just are not used to being given choice, then all of a sudden they are asked to choose what is best for them... I think there are some that will struggle(successfully and  otherwise) and some will be even resistant to the choices offered, but students will learn how to make choices that best suit them. It just takes time. We cannot just expect them to make the best choices right away. (Alissa Hansen)
  • “without deep and flexible understanding of content, teachers are handicapped in the critical task of helping diverse students find points of access to the school curriculum”
    • lisalillian311
      lisalillian311 on 26 Jul 15
       
      As teachers need more depth of knowledge in their respective subjects, I would think that universities would begin requiring more courses to "cover" everything in a given subject.
  • A sense of competence
  • sense
    • lisalillian311
      lisalillian311 on 26 Jul 15
       
      I especially like "competence" as a part of this formula.  Students need to feel like they know how to learn and learn how to know.
    • spfantz
      spfantz on 04 Aug 15
       
      Teaching meta-cognition is a life-long skill they will use forever.
  • Not anymore. Now she says, “One of you needs to move. You decide.” It is less stressful to her and focuses the students on what they need to do to regain control.
    • Lisa Hackman
      Lisa Hackman on 27 Jul 15
       
      I love using this technique when students aren't being productive when sitting together. I'm all about giving students choices and then they learn they have to deal with the consequences of their choices. I've had students ask me if they can leave early. I always tell them, "It's your choice, but be prepared to live with the consequences of not meeting attendance and progress goals."
    • marydermit
      marydermit on 29 Jul 15
       
      I have use the you decide but I really like your answer to students about leaving early.  I am going to try it out this year.
    • bleza66
      bleza66 on 30 Jul 15
       
      I also use the "it's your choice" technique. It is important for student to take responsibility for their own actions and learn that sometimes the consequences of making that choice is not worth it. Real life learning at its best. 
    • ascallon
      ascallon on 30 Jul 15
       
      I use this quite often also.  It puts students in control of consequences.  It's interesting to hear their reflections when graduation requirements aren't met.  Most take responsibility for not attending and getting work done.
    • ksteffener
      ksteffener on 04 Aug 15
       
      This sounds a lot like Love and Logic to me.
  • “One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices.
    • Lisa Hackman
      Lisa Hackman on 27 Jul 15
       
      I see this as my biggest struggle in the day-to-day happenings in my classroom. Many of my students have already failed based on the choices they have made in the past. They attend the alternative program as what some may consider a last chance. I feel like I'm not doing my job if I "let go and allow failure." I guess in my eyes, if they fail, I fail. My principal has told me numerous times over the years that there will come a time where you just have to let go.
    • katie50009
      katie50009 on 28 Jul 15
       
      Lisa--This is a struggle for me as well. The feeling of "if they fail, I fail" is something very real for educators because we care so deeply about our students. 
    • Lisa Hackman
      Lisa Hackman on 29 Jul 15
       
      I oftentimes feel like we, as educators, care more about our students' education than the student does. It's an uphill battle I face every year...not with all of them, but there are always a few.
    • spfantz
      spfantz on 04 Aug 15
       
      I understand allowing a student to fail, but it seems silly to allow a student to fail a core class because they were unable to problem solve or troubleshoot a technology issue. I think we need to evaluate what it is that we want students to come away with. Also, project based curriculum can often times be lengthy, so I would fear students we allow to fail could loose weeks of learning.
    • ksteffener
      ksteffener on 04 Aug 15
       
      I have heard the same thing and I really believe that because we take our job so personally- failure is not ok. I always try and focus on the success not the failure. You may have failed the class but you did this this and this right.
  • Choices like this honor divergent ways of thinking and, in doing so, help promote strong feelings of competence in students.
    • Lisa Hackman
      Lisa Hackman on 27 Jul 15
       
      I enjoy seeing students come up with different ways to solve the same problem. For those that struggle, I try to model a few different techniques and then have them pick the technique that makes the most sense to them. Sometimes they come up with something totally different and I'm OK with that.
    • alissahansen
      alissahansen on 28 Jul 15
       
      I like the idea of having students pick a technique that makes most sense for them and that was modeled because if I see students struggle, it is usually because they just don't know where to start. Not every student will have that innate ability of taking the initiative. I know teaching freshmen that this is an area students really struggle with because they just don't trust themselves and moving forward can be paralytic because of it. (Alissa Hansen)
  • Photo Story
    • edamisch
      edamisch on 28 Jul 15
       
      Everyone has their strengths and weaknesses - I usually let students choose how they want to present their information too.  Unless I'm trying to teach a specific skill such as how to create a strong power point presentation, where everyone would be required to create one. 
    • spfantz
      spfantz on 04 Aug 15
       
      I would love to see the rubric aligned with standards and benchmarks to see how they reach goals through activities and through their culminating project.
  • give my students a choice:
    • edamisch
      edamisch on 28 Jul 15
       
      For my 6th graders Spanish speaking country capital unit for example, I have four ways that they can choose from to study for the quiz - two technology based (quizlet.com and a youtube video) and two more paper based - worksheets and flashcards.  This works well in case kids don't have internet at home. 
  • d the
  • The kids can choose any one of those methods as long as they follow a rubric that I created about what I am looking for.”
    • jenniferlb
      jenniferlb on 28 Jul 15
       
      I love it when I have the opportunity to allow students to choose how they will demonstrate their learning. We use one common rubric to suit multiple ways they present their information. I have found, however, that sometimes when students have freedom to choose, some are resistant to it.  Some want a specific, step-by-step set of instructions or blanks to "fill in" and having freedom to choose how they present their learning makes some uncomfortable. I find that interesting!
    • moodyh
      moodyh on 30 Jul 15
       
      It is great when students have an opportunity to present in their own ways, but I find my students struggle with it.  I give them the opportunity to present their final financial literacy project any way they want, but most of them just wrote me a paper that covered what the rubric asked for.  I think students will need as much training as teachers to get used to individualized learning
  • Giving choice is about empowering students. It makes them feel that they are part of the process, not powerless; that’s the kind of feeling that motivates everyone.”
    • alissahansen
      alissahansen on 28 Jul 15
       
      This quote really speaks to me because it holds so much truth! It's amazing how much psychology goes into teaching! That said, choice, motivation and empowerment all go hand-in-hand. Students do so much better when they can own something (well most of the time), and when they have the opportunity to choose how they will represent their understanding to you, it also shows that you as their teacher, trust them to make that decision and I think students respond well to this. Now, sometimes students will take what they perceive as the easier approach, but they learn the consequences pretty quick. And this extends not just to those choices relating to academics, but behavior as well. I work with freshmen, who are still trying to figure out what it means to not be an eighth grader anymore, and I have found that  when it comes to discipline, giving them a choice allows them to hold themselves accountable and establishes trust. I have used, "who is going to move to a more productive place in the classroom?" often, and I have not had a situation yet where one of the students didn't make that choice. The system works for toddlers too! (Alissa Hansen)
    • marydermit
      marydermit on 29 Jul 15
       
      Giving students choice builds a trust relationship that is so important.
    • ascallon
      ascallon on 30 Jul 15
       
      One of my favorites is the closer to graduating, usually the closer the student sits to my desk or me.  The 1:1 time helps them get done faster.  
    • ksteffener
      ksteffener on 04 Aug 15
       
      I think getting at risk students to trust me as a teacher is the toughest thing I do. I need them to believe that I will move every obstacle I can.
  • 2. Use the technology you have.
    • jenniferlb
      jenniferlb on 28 Jul 15
       
      I find this "lesson" interesting as I would think that to have a successful PLE 1:1 technology would be necessary. This allows me to think that personalized learning could become a part of traditional classrooms sooner than later!
  • ound of Kahoot
    • alissahansen
      alissahansen on 28 Jul 15
       
      This is my favorite discovery by far and students LOVE IT! It is a great way to review content with a program that has gaming qualities and offers a sense of healthy competition. Students can use phones, desktop computers or laptops to gain access to the interactive program and I will say that once you do it once, students will ask for it daily. You can even quiz students using the program and it will compile the data for you so you can enter in scores if you wanted to. I highly recommend it to all educators. It is a valuable resource, and it is free! (Alissa Hansen).
    • moodyh
      moodyh on 30 Jul 15
       
      I love Kahoot too as a whole class assessment.  Another great (and free) resource is quizizz.  It is similar to Kahoot except that students can go through and take the quiz at their own pace instead of it being a race to see who can answer each question first.  It still compiles the data for you, but gives the students a little more privacy.
  • in a typical story unit, they can choose between just reading, and reading along as they listen to a story. They can also decide whether to annotate online or on a printed copy. They can take notes on paper or record their thoughts verbally as they analyze the story.
    • edamisch
      edamisch on 28 Jul 15
       
      These choices are awesome!  Underlining and writing notes in the margins online is way different than on paper!  
    • katie50009
      katie50009 on 28 Jul 15
       
      I like these ideas as well. So simple and yet it gives choice to students. I like real, specific ideas to begin the implementation of PL--actually, I feel like I was not as far behind on giving PL a try because I am using strategies such as these. Feels like a postiive boost!
  • Choose the best content delivery method.
    • alissahansen
      alissahansen on 28 Jul 15
       
      I love utilizing technology (freetech4teachers.com is a site I visit often), but I sometimes struggle because there is just so much out there. I do a lot of playing around with different programs and resources before introducing them to students, but I do feel overwhelmed by it all at times and I am sure students feel the same way. I think this is a very important statement because with the wealth of information/tools out there, students should have the opportunity and be able to decide what is going to work best for them and teachers need to make decisions about the best tech tools to get them there. This is easier said than done as every summer I have about 100 new tech ideas to incorporate and feel there is no time to do it all...talk about cognitive overload! (Alissa Hansen)
  • skip forward, pause or rewind as needed until they get the lesson.
    • edamisch
      edamisch on 28 Jul 15
       
      Great features 
    • marydermit
      marydermit on 29 Jul 15
       
       I want try short videos with pharmacy tech students as an  choice to reinforce some of the key concepts with math applications.  Those that need to review can and those who have it can move on.
  • Kahoot,
    • edamisch
      edamisch on 28 Jul 15
       
      This is big in my building. (middle school) 
    • marydermit
      marydermit on 29 Jul 15
       
      I used it this past year to review drug classifications with pharmacy tech students. They loved it.  I want to add more units this year.
  • AP students would each have produced their own 10-page research paper.
    • edamisch
      edamisch on 28 Jul 15
       
      Personally, I'm glad I had to write two 10 page papers on the topic of my choice for AP College English my senior year of high school, since papers of that length were the norm as a Spanish/Art/Education major in college.  It was good preparation.  
    • juliefulton
      juliefulton on 29 Jul 15
       
      I agree, we do not want to 'cheat' our students from learning and practicing valuable skills needed for success in college and/or their careers.
    • spfantz
      spfantz on 04 Aug 15
       
      This would be a huge undertaking for some of my students. I wonder what types of supports and assistance is offered to students who need help.
  • use their fantasy football stats during class
    • edamisch
      edamisch on 28 Jul 15
       
      cool idea! 
  • encourage you.
    • edamisch
      edamisch on 28 Jul 15
       
      The above reminds me of the example "Day in the Life" assignment.  The depth of this cross curricular unit is great, but what about breadth?  Would everything be covered?  This is a concern of mine with time consuming projects.  
  • Imagine that you are a student at Tidewater High School, a fictitious comprehensive American high school that is organized into small learning communities.
    • alissahansen
      alissahansen on 28 Jul 15
       
      This a great resource for developing a personal plan and establishes a useful blueprint so one can see what a truly personalized learning environment would look like for: the student, teacher, administrator and even a parent! This is a resource I am going to use for my personalized plan. I especially like the breakdown from the student's experience, the purpose, what the structure of the class content would look like, assessment, and there is a useful checklist that once could use to assess yourself on implementation. (Alissa Hansen)
  • I feel that I am on this blended learning journey with them, and I truly believe it has made us all more engaged in our work and more focused learners.
    • jenniferlb
      jenniferlb on 28 Jul 15
       
      These final sentences really sum up what I would love to be able to say about the work that I someday hope to do!
    • emilyzelenovich
      emilyzelenovich on 29 Jul 15
       
      I agree completely. I want to know that students find value in meaning in the work we do in my class, and I want to know that I have helped prepare them for the world after high school. 
  • Students do not always need to work at their desks. For example, one teacher noticed students were getting restless during independent reading in class. They became more motivated and less fidgety when the teacher allowed them to find a comfortable place to read. Some students chose to remain at their desks, others crawled under the desks, and still others found comfortable places elsewhere. Even simple choices like this can give students a meaningful sense of control.
  • Students
    • jenniferlb
      jenniferlb on 28 Jul 15
       
      Depending on the unit of study, the students in my 9th and 10th grade English classes are given regular reading days to enjoy the novels they are reading.  I love it when they ask to move around the room to get comfortable to read.  When they're given the choice of where to read, I agree that it does give them a "meaningful sense of control."
  • even in small ways, of their own education.
    • katie50009
      katie50009 on 28 Jul 15
       
      The phrase "even in small ways" really caught mu attention. Instead of focusing on what we can't do and can't change, I need to focus on baby steps of implementing change, one step and one student at a time. Over time it will become more natural for the teacher and student to change the traditional roles of schools and really become engaged in learning.
  • t is the purposeful design of instruction to combine face-to-face teaching, technology-assisted instruction and collaboration to leverage each student’s learning style and interests for deeper learning. When done right, it meets several of the ISTE Standards for Students and Teachers while leading to a more rigorous, challenging, engaging and thought-provoking curriculum.
    • katie50009
      katie50009 on 28 Jul 15
       
      I think some of the hesitation for teachers to work more fully in a PL modeled is the issue of rigor. Are students really challenging themselves? Am I giving them enough guidance and feedback to take their learning to the next level? How will I know for sure?
    • spfantz
      spfantz on 04 Aug 15
       
      I agree, it would be difficult to gauge or measure how rigorous, challenging, and engaging each students' personalized path is for them.
  • When asked to explain the “why” behind my choices during professional learning sessions, I realized there was more to creating blended lessons than simply adding technology. Today I carefully construct my units with specific learning goals that drive the method of delivery and learning activities.
    • katie50009
      katie50009 on 28 Jul 15
       
      These statements really help me see how, as a coach, the conversations I have with teachers, and the reflections that follow, will be key to implementing PL successfully.
  • My students’ input and further pedagogical study helped me refine my lesson planning until I got it right.
    • juliefulton
      juliefulton on 29 Jul 15
       
      It is very important that we model for our students taking risks, asking for feedback, refine for improvement, and continually grow as individuals and professionals!
  • Now they have access to the full unit from the beginning, so they can gauge their own pacing and get practice in time management.
    • juliefulton
      juliefulton on 29 Jul 15
       
      Students are learning content and life skills but teacher organization of the course is important to maximize learning. If a student is confused by having access to all the course at once, they may be overwhelmed if the necessary componets are not clearly identified.
  • allowing students to pick one or two friends they would like to work with
  • Certainly, giving choice to students often means that teachers need to allow students to make their own decisions, and it can be difficult to give up this control.
    • juliefulton
      juliefulton on 29 Jul 15
       
      ...and teachers need to be open-minded to answers that are not right/wrong. Perhaps 'what-if' dialogues are right.
  • generally made every mistake you can imagine
  • “We have all these different methods of how kids can present the project,
    • ascallon
      ascallon on 30 Jul 15
       
      My concern is how to get students to do quality projects.  Some of the things I receive are so low quality. What do I do to get the students to do more work?
  • ‘Okay. Here’s a list of choices. Choose one. As long as you follow the steps in my rubric, you’re fine.’”
    • ascallon
      ascallon on 30 Jul 15
       
      This is how I set up projects, but get cut and paste type projects.  I would like ideas to get students to stretch their horizons.
  • technology failures
    • ascallon
      ascallon on 30 Jul 15
       
      Technology failures get me frustrated.  The students help me so much, but I feel like a failure when I can't help them or when the technology doesn't work as planned.
    • ksteffener
      ksteffener on 04 Aug 15
       
      this is the single biggest roadblock I face. As a rural school we are without internet at least once a week
  • access on their own phones
    • ascallon
      ascallon on 30 Jul 15
       
      Students use their own phones for research and project.  I haven't opened up to computers/tables yet.  Hopefully we will have 1:1 computers for the classroom this year.   I'm interested to see how this will change research and projects for students.  Hoping for higher level thinking skills!
  • Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
    • ascallon
      ascallon on 30 Jul 15
       
      I do this with World History projects and end up copied text from a website or a PowerPoint with just the facts.  I would love some strategies to get students to think beyond the facts and cut and paste.
  • When activities require students to work in groups
    • ascallon
      ascallon on 30 Jul 15
       
      A student frustration has been when the group members don't show for class.  We've tried to debate speeches and members don't show to prepare or present.  It's frustrating for the students.
    • spfantz
      spfantz on 04 Aug 15
       
      I feel that if student interest drives the group dynamics, students won't feel socially pressured to group with their friends.
    • ksteffener
      ksteffener on 04 Aug 15
       
      This one is tough because we all have to work with different types of people and its a skill that students are lacking. I try and put groups together based on a lot of factors but knowing the students is the key to success
    • spfantz
      spfantz on 04 Aug 15
       
      I have not heard of Photo Story or vodcasts, I'd like to learn more.
  • actionable feedback
    • spfantz
      spfantz on 04 Aug 15
       
      I like these suggestions for quick feedback and redirection for the class.
  • t combats the dea
    • spfantz
      spfantz on 04 Aug 15
       
      I'm not sure I'm following this statement. It seems profound but I'm not sure I understand the rationalization.
  • Okay, you’ve done this project. Show us what you’ve learned,’ and there we offer the kids choices. We might say to them, for instance, if you establish a future city on the moon, how would you prevent all these environmental problems on the moon that we have had on earth?
    • ksteffener
      ksteffener on 04 Aug 15
       
      I have found that sometimes students are overwhelmed by choices so this is where the personalization part comes into play. I want to give them choices based on what is best for them not me as the teacher.
  • he screencasts, which I create with Zaption, Screencast-o-matic and Video Ant, are better than PowerPoints because students can hear my voice instead of clicking through a silent slide deck. A
    • ksteffener
      ksteffener on 04 Aug 15
       
      This would be awesome for students with social anxiety who cannot stand in front of the room and give a presentation
  • “Your class is easy. I don’t mean simple — I mean it is easy for me to learn because I can pick assignments that let me do my best work.”
    • ksteffener
      ksteffener on 04 Aug 15
       
      this is a common misinterpretation. students feel like it is easy because they get it, not easy because its not rigourous
    • ksteffener
      ksteffener on 04 Aug 15
       
      This is the toughest part of working with at risk students. When a student isn't successful it takes a lot to motivate them and even if they are motivated they may not want to look like that to their peers.
    • ksteffener
      ksteffener on 04 Aug 15
       
      this is awesome. I would love to print this and hand it out!
katekrieg

AEA PD Online: Log in to the site - 0 views

moodlesw.aeapdonline.org/...view.php

shared by katekrieg on 15 Sep 15 - No Cached
  • prepare a written document which highlights your content from the presentation and expands on that content.
    • scott fillner
      scott fillner on 15 Sep 15
       
      It seems like a no brainer, but I think it is such a valid piece of the presentation to consider...amount of text & handouts that support.
    • alberhasky
      alberhasky on 20 Sep 15
       
      Scott, I agree. I can see how a handout is better than a slide full of text.
    • emoses
      emoses on 23 Sep 15
       
      Bullets are my go-to in all my presentations. And I hate to just read off the screen; it's very boring for everyone! They can read - why am I reading it to them? My only notes I bring are the slides from the presentation, and I think it would be more beneficial to bring background notes/information as opposed to just repeating what they're reading.
  • Limit transitions & builds
    • scott fillner
      scott fillner on 15 Sep 15
       
      It is funny how this has transitioned from the beginning of PPT. I remember many years ago teaching in a different district where transitions with sounds were encouraged for students. Never really understood even at that time how this was needed.  The kids think it is neat, but it is quite the distraction. I can viviidly remember a student who completed a presentation for enrichment coming back with transitions and sound effects \where their content came in a letter at a time....ugh :)
  • presented in small chunks or segments
    • scott fillner
      scott fillner on 15 Sep 15
       
      This is no different when we consider scaffolding success criteria for students. Thinking about organization, flow, and scaffolding learning.
  • ...26 more annotations...
  • White space.
    • scott fillner
      scott fillner on 15 Sep 15
       
      I learned the value of white space for our Art teacher.  We were discussing what is visually appealing and if certain ways of arranging information actually help make it stick.  That led us to a chat about white space.
  • Replace bullet points with images
    • scott fillner
      scott fillner on 15 Sep 15
       
      This will be a focal point of my presentation improvement for this class. Since my presentation is for welcoming new parents, then I should be able to replace information with images, and provide a handout to enhance presentation.
    • alberhasky
      alberhasky on 20 Sep 15
       
      This is the really tricky part, I think. Finding the right image and incorporating it into the presentation with visual appeal takes time and effort.
    • carolborchard
      carolborchard on 24 Sep 15
       
      This will be the hardest for me because I don't enjoy searching for things on the computer. 
    • carolborchard
      carolborchard on 24 Sep 15
       
      This will be the hardest for me because I don't like to search for things on the computer/internet.
  • try to
    • alberhasky
      alberhasky on 20 Sep 15
       
      Audience and purpose are key! We should not add images just for the sake of adding images, but because the context deems it appropriate and beneficial. Good to keep in mind!
  • f you will be presenting in a dark room (such as a large hall), then a dark background (dark blue, grey, etc.) with white or light text will work fine. But if you plan to keep most of the lights on (which is highly advisable) then a white background with black or dark text works much better.
    • alberhasky
      alberhasky on 20 Sep 15
       
      Keeping the light source of the room in mind is great advice! I can see how that's helpful for design.
  • Lots of extras actually take away meaning because they become a distraction. They overtax the audience’s cognitive resources.
    • alberhasky
      alberhasky on 20 Sep 15
       
      Seems like this is an important theme throughout this course: simplicity!
  • Go through your bullet points and try to highlight the main point of each bullet point.
    • alberhasky
      alberhasky on 20 Sep 15
       
      I think this is an excellent and easy strategy to start editing text-dependent slides!
  • But boring an audience with bullet point after bullet point is of little benefit to them
    • micintosh
      micintosh on 22 Sep 15
       
      It is amazing how I now look at the audience and the slides to see how they react.  The last presentation had many bullets points which made me shutter, and the audience was also disengaged.
  • Regardless of what font you choose, make sure the text can be read from the back of the room.
    • micintosh
      micintosh on 22 Sep 15
       
      This is so true. I was just at a presentation where half of the audience kept asking what the slide said because the font was too small.
    • emoses
      emoses on 23 Sep 15
       
      I think there should be a standard size on font (nothing smaller than 30 or something). This would force people not to put so much on the slide!
  • A clear visual hierarchy allows viewers to quickly ascertain a slide’s most important elements
  • convert each bullet point into a separate image
  • If you chose the slide on the right you could also have a simple line chart fade in as you talk about the declining rate as a long-term trend.
    • micintosh
      micintosh on 24 Sep 15
       
      The example on the right seems to go against some of the suggestions in this lesson about design.  The text pops out, but in the picture is a little small and the graph on top of the picture seems like a lot of clutter.
  • Your slides should have plenty of “white space” or “negative space.” Do not feel compelled to fill empty areas on your slide with your logo or other unnecessary graphics or text boxes that do not contribute to better understanding. The less clutter you have on your slide, the more powerful your visual message will become.
    • emoses
      emoses on 23 Sep 15
       
      I don't know why, but for some reason I do not like having white space! I feel like it should always be filled with something, because there's always something to look at or learn. Doing less of the "white space"/"negative space" would give my note-takers a nice breather! I also have to determine what my audience needs to know to succeed, as opposed to what all I can cram in 40 minutes!
    • carolborchard
      carolborchard on 24 Sep 15
       
      I think we will need to accept that what is on the screen isn't equal to the value gained from the slides. I tend to gauge the value of presentations I attend by how much data I saw, how fast I had to take notes or how fast I had to follow along with the slides. I need to re-train my thinking that the slides are the focus aid but not the whole content of the presentation.
  • Avoid using PowerPoint Clip Art or other cartoonish line art.
    • emoses
      emoses on 23 Sep 15
       
      Another mistake made - I always like to have visuals to help my visual learners a bit, and I do like the options that Google Slides has for pictures, but for some reason I think cartoons could be fun for the students. My attempt at making my presentations "fun" has fallen short (and I think my classes would wholeheartedly agree!) Real-life images would be much more compelling and help the students relate a little more.
    • francysmaureen
      francysmaureen on 23 Sep 15
       
      I like ClipArt because of the weight inside the document or presentation vs a picture that weights more. Whenever I create a Kahoot in my class, I prefer ClipArt. I don't knwo why the author hates it so much
  • You clearly need a consistent visual theme throughout your presentation, but most templates included in PowerPoint have been seen by your audience countless times (and besides, the templates are not all that great to begin with).
    • emoses
      emoses on 23 Sep 15
       
      It's hard to remember that students are seeing presentations again, and again, and again, so making your presentation unique would definitely help your class. I'm guilty of template usage just because I don't like white space, and I think making it a bit more colorful helps? However, thinking about putting actual pictures in the background, as opposed to templates, would be a better idea, and get the message across much better!
  • Color evokes feelings. Color is emotional. The right color can help persuade and motivate. Studies show that color usage can increase interest and improve learning comprehension and retention.
    • emoses
      emoses on 23 Sep 15
       
      I am a big fan of color, but I think too much color can give the students a headache! I'm always presenting in my classroom, with one light off, so it's somewhat dark, and I usually use darker colors too. I try to make the information stand out by using light or white text, but in the end, it really does get hard to read sometimes. 
  • to never, ever turn your back on the audience and read text from the slide word for word.
    • francysmaureen
      francysmaureen on 23 Sep 15
       
      If we ever read word by word from a slide we are not giving a presentation. Just like in school, we had some words on cards, we never read from them. I don't know why they insist on this. To me, this is obvious.
    • carolborchard
      carolborchard on 24 Sep 15
       
      How many times have we seen this happen by people who speak/present for their livelihood? Don't turn away from the audience!
  • People should be able to comprehend each one in about three seconds.
    • francysmaureen
      francysmaureen on 23 Sep 15
       
      I like the idea that a slide can be understood at a glance. I'll keep this on mind
  • consistent type styles, color, image treatment, and element placement throughout the slide deck
    • francysmaureen
      francysmaureen on 23 Sep 15
       
      If all these elements are consistent, we can tell they have been organized and belong in the same presentation
  • Try to bold only the key parts of each point — limit it to as few words as possible.
    • francysmaureen
      francysmaureen on 23 Sep 15
       
      Bullet points should serve as reminders of what we're going to be talking about, right? That's what I learned in my technology in Ed class at UNI
  • there’s beauty and clarity in restraint. Use simple visuals that support your message, and you’ll free people up to really hear — and adopt — your ideas.
  • direct people’s eyes to certain areas of a slide to emphasize important points.
  • 24 pt
  • two lines might even be too much.
  • Focus on the main phrases
  • add one relevant image
  • The trick becomes finding just the right image(s)
  • katekrieg on 03 Oct 15
     
    Design of the presentation
hollysoby

Fonts In Use - "America Lost and Found, The BBS Story" - 0 views

fontsinuse.com/a-lost-and-found-the-bbs-story

shared by hollysoby on 22 May 11 - No Cached
  • “America Lost and Found, The BBS Story” F Ron Miller’s typography embodies film’s heady days between 1968 and 1972.
    • hollysoby
      hollysoby on 22 May 11
       
      I love "Fonts in Use" but I think this article would be especially useful to my yearbook students - we're considering doing a retro theme next year and it's good to see how modern designers evoke a past era.
joyisuful

Articles: Design - 12 views

moodlesw.aeapdonline.org/...view.php

shared by joyisuful on 15 Jul 14 - No Cached
  • The best slides may have no text at all.
    • mnollsch
      mnollsch on 15 Jul 14
       
      NO words at all will challenge me since I am so verbal.  But I can see the value in it.
    • kbelland21
      kbelland21 on 16 Jul 14
       
      I agree. I thought this point was interesting. I never thought of not having any text on a slide.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      No words?! This is good though, I have often thought how I can encourage my to take notes and I hate giving out my presentations.  This will do it!  
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      No words is definitely outside of the box type thinking. It also requires you to have a great interplay with your visuals.
    • fshellabarger
      fshellabarger on 22 Jul 14
       
      I LOVE this! It would be great for setting a stage for a story with a single image. No words needed! If there's no text, your audience can really listen to your words while taking in the image instead of trying to read and listen.
    • tjbudd
      tjbudd on 22 Jul 14
       
      I'm lucky enough to have access to good images (photography is a family hobby) and access to photoshop. This is much tougher without the right tools.
    • nettiemarie
      nettiemarie on 03 Aug 14
       
      this is challenging but an interesting thought... would work for a dramatic statement
    • pattyharris123
      pattyharris123 on 04 Aug 14
       
      I am very verbal, also, but also put a great deal on slides. This is going to be a good challenge for me!
  • But if they are good slides, they will be of little use without you. Instead of a copy of your PowerPoint slides, it is far better to prepare a written document which highlights your content from the presentation and expands on that content.
    • mnollsch
      mnollsch on 15 Jul 14
       
      This reinforces my thinking to go back to providing a notes page and then editing my powerpoints to make them simpler.
    • mnollsch
      mnollsch on 15 Jul 14
       
      These slides are helpful examples
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      I always thought "good" slides had good content. It makes sense that you should put little on the slides and then talk about the content, rather than load the slide with info.
  • ...59 more annotations...
  • try to highlight the main point of each bullet point. Try to bold only the key parts of each point — limit it to as few words as possible.
    • mnollsch
      mnollsch on 15 Jul 14
       
      Good tip.  I found in looking at many of my presentations I had already highlighted key words.  So why did I add all the other text?
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      This is a helpful idea, I have never thought to do this before.
    • we4nails
      we4nails on 20 Jul 14
       
      I agree - this is a really logical way to pair down my wordy slides without loosing important content. It also encourages note taking in the right way for students.
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      Occasionally, I have highlighted text on a slide, but I thought I was only putting relevant information on the slide with lots of bullets. Ugh. I could have probably gotten by (I now know I could have) with only putting the hightlighted word and another word or two on the slide, instead.
    • mnollsch
      mnollsch on 15 Jul 14
       
      So much about PP I don't know how to do! I think it's time to take an advance PP class.
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      I have realized the same. I thought I knew PP pretty well, but starting to work on these new slides (and all the new information) has almost blown me away! I have a friend who just aced a college PP class - I am hoping she can help me work through some of the "new" stuff to me. I don't want PP to be too time comsuming, but I want them to be effective.
  • I often use images of people in my slides, as photography of people tends to help the audience connect with the slide on a more emotional level.
    • kbelland21
      kbelland21 on 16 Jul 14
       
      Makes sense when trying to tell a story and connect with the audience on an emotional level.
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      I definitely need to switch over to photography. I tend to use cutesy images. Not really sure why other than I like them. Using photos would bring a point home now if the right image is used.
  • People should be able to comprehend each one in about three seconds.
    • kbelland21
      kbelland21 on 16 Jul 14
       
      Good rule of thumb.
    • Patty Harrell
      Patty Harrell on 17 Jul 14
       
      3 seconds - will be a challenge.I will really have to try to think about  the audience and what might attract their attention..
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      If it takes longer, then I think a presenter should be quiet and give them time. It isn't that we can't give some silent time to read... it is just that we don't like to, I think.
    • david moeller
      david moeller on 21 Jul 14
       
      Three seconds seems like a good time to transition anyway. 3 seconds of quite between slides, audience gets the glance and then the presenter talks...
    • tjbudd
      tjbudd on 22 Jul 14
       
      I struggle with this when I present charts and graphs. The takeaway is to simplify the graph or chart to highlight what I'm trying to say.
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      We shouldn't need the time to read with only a few words on the slide. I like to give that "wait time" AFTER I have spoken. Still work work the same way - giving the audience time to comprehend.
  • Remember the golden rule of PowerPoint presentations — always do what is right for your audience.
    • kbelland21
      kbelland21 on 16 Jul 14
       
      When creating and preparing for a presentation, it is important to put yourself in the position of the audience.
  • It’s okay to cover details verbally that are not reflected in your bullet points.
    • kbelland21
      kbelland21 on 16 Jul 14
       
      I am guilty of including a lot of information on presentations. I need to remember that I can include information that is not a bullet point.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      This is a pretty straightforward example of this process. It really isn't too hard once it is laid out like this, but it isn't a natural step for me either.
  • convert each bullet point into a separate image
    • kbelland21
      kbelland21 on 16 Jul 14
       
      Great idea if it is possible with the slide content.
    • pattyharris123
      pattyharris123 on 05 Aug 14
       
      In my opinion, the slide would get too cluttered and distracting to do this.
  • Think of your slides as billboards. When people drive, they only briefly take their eyes off their main focus — the road — to process billboard information
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      This is a good correlation and great tip.  
    • we4nails
      we4nails on 20 Jul 14
       
      I agree, this is one of my favorite tips so far, it made me rethink a couple of my slides!
  • So when adding elements to your slides, have a good reason: Does the audience need to see your logo on each slide to remember who you work for? Does that blue swoosh add meaning? If not, leave it off
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      This is good information and should be done during the 'analog' stage.
    • tjbudd
      tjbudd on 22 Jul 14
       
      This one is tough because some companies demand the logo be placed on slides.
  • If they fall below 24 pt then you might be on to something. Also, look at the number of lines you use for your bullet points. If you use more than two lines anywhere, then they’re definitely leaning text heavy.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      Good guideline for checking up on myself.
  • Nothing in your slide should be superfluous, ever.
  • Follow these steps to reduce and simplify your text-heavy bullet points
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      I like the steps used in this process.  I think the most challenging part of designing presentations is figuring out what is most important.  This seems so helpful in making those decisions.  
    • pattyharris123
      pattyharris123 on 12 Aug 14
       
      The most challenging part of design would be figuring out what to use to engage the audience (ie photograph). If we have the end design in mind, and know what our main points are, the text should be easily simplified.
    • Patty Harrell
      Patty Harrell on 17 Jul 14
       
      Not sure how I will manage to leave superfluous behind. I'm so used to looking for ways to incorporate it. I do agree  it would improve presentation when I think about what I like to see when I am listening to a presentation. 
  • Instead of a copy of your PowerPoint slides, it is far better to prepare a written document which highlights your content from the presentation and expands on that content.
    • Patty Harrell
      Patty Harrell on 17 Jul 14
       
      YIKES! both of these look impossible! I have listened to presentations like this and the presenter doesn't always read them and I can't see them well enough to read-it's very frustrating. Eye chart is exactly what I think of.
  • Use high-quality graphics including photographs.
    • Kristina Dvorak
      Kristina Dvorak on 17 Jul 14
       
      Coming from an art teacher, this is GREAT advice!
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      Even coming from a very non-artistic person... this is GREAT advice! I couldn't make art when I try, but I can make crap... which means I know crappy visuals when I see them :)
    • pattyharris123
      pattyharris123 on 05 Aug 14
       
      This IS great advice, but...I will miss the cutesy graphics. (Just kidding.) Looking for the higher quality graphics that are appropriate is going to take some time.
  • “Wipe Left-to-Right” (from the “Animations” menu) is good for a bullet point
  • The right color can help persuade and motivate.
    • pattyharris123
      pattyharris123 on 05 Aug 14
       
      I never really thought about this before for a presention. However, I know when I dress for certain events, I look for outfits of a certain color so it only makes sense that this would be even more appropriate for presentations!
  • color usage can increase interest and improve learning comprehension and retention.
  • Cool colors work best for backgrounds
  • Warm colors generally work best for objects in the foreground (
  • white background with black or dark text works much better.
  • San-serif fonts are generally best for PowerPoint presentations,
  • video clips to show concrete examples promotes active cognitive processing, which is the natural way people learn.
  • people comprehend better when information is presented in small chunks or segments.
  • Spend time in the slide sorter
    • Patty Harrell
      Patty Harrell on 17 Jul 14
       
      There is a first time for everything. I have not ever done this, but it makes good sense, so I will start using it.
    • Evan Abbey
      Evan Abbey on 20 Jul 14
       
      I think this is true for many people. Power Point used to not let you re-arrange slides from the normal view (via that sidebar). You had to go to this view to re-arrange things. Then it got easier to use. The slide sorter is a tool that encourages a creative look at the big picture of one's presentation
  • extras actually take away meaning
    • Patty Harrell
      Patty Harrell on 17 Jul 14
       
      I want their attention to be focused and not distraccted by "extras" I better remember this.
  • including a healthy amount of white space sharpens viewers’ focus
    • tjbudd
      tjbudd on 22 Jul 14
       
      Good point. Leaving white space seems like wasting valuable real estate for presenting our message but in reality, the white space makes understanding our message easier.
  • This is all too common.
    • Patty Harrell
      Patty Harrell on 17 Jul 14
       
      Another thing I am guilty of although I usually just don't use these, but I'm not sure how to do this correctly. 
    • tjbudd
      tjbudd on 22 Jul 14
       
      I see this very commonly. Presenters don't take the time to find quality images. They google a topic and pull very low resolution photos to include in their presentation. The resolution is fine for a website but grainy when displayed large.
  • what's your intention?
    • Patty Harrell
      Patty Harrell on 17 Jul 14
       
      Why am I using this image? If I can't answer that clearly-I need to pick another.
  • Your slides should have plenty of “white space” or “negative space.”
    • we4nails
      we4nails on 20 Jul 14
       
      I teach students about the parallel of white space with rests in music, I never thought about how that should be used in presentations before!
  • Best if you limit the bars to 4-8.
    • we4nails
      we4nails on 20 Jul 14
       
      This is helpful to me, as I like to use charts, but have a hard time determining where to stop with information - balancing the need to know with the why do I care.
  • You can achieve this through consistent type styles, color, image treatment, and element placement throughout the slide deck
    • we4nails
      we4nails on 20 Jul 14
       
      Again, I like the idea of consistency without the use of the templates. We are often drawn to the templates because they are consistent, but there are so many other ways to create the same effect.
  • relevant
    • we4nails
      we4nails on 20 Jul 14
       
      I need to remember that this means relevant to the AUDIENCE!
  • Now the software background template can be seen just enough to become a bit of noise
  • Have a visual theme, but avoid using PowerPoint templates
    • david moeller
      david moeller on 21 Jul 14
       
      It's interesting that the software we use to create presentations has bad presentation templates..
    • pattyharris123
      pattyharris123 on 05 Aug 14
       
      The templates were one of my original "draws" to PowerPoint. They made things so easy to get started.
  • mage is lame & has nothing to do with content
    • david moeller
      david moeller on 21 Jul 14
       
      But it made me laugh! :-)
  • Presentation software gives us many shiny, seductive elements to work with
    • david moeller
      david moeller on 21 Jul 14
       
      It does. and all the examples here really help me to identify what is quality and what is not..
  • bullet points in your slides are way too text heavy?
    • david moeller
      david moeller on 21 Jul 14
       
      answer: almost every time i create a powerpoint. :-/
    • tjbudd
      tjbudd on 22 Jul 14
       
      I did this in the past. I actually stopped using powerpoint because students didn't like it. I think I used the slides (as an outline) more than my students. I moved to telling more stories and relating topics to current interests and events. Students are much more engaged.
  • Remove all extraneous copy from bullet points
    • david moeller
      david moeller on 21 Jul 14
       
      This is difficult! but it is rewarding once the final product comes out nice and clean...
  • The software was designed as a convenient way to display graphical information that would support the speaker and supplement the presentation.
    • jessicawoods8
      jessicawoods8 on 21 Jul 14
       
      These words stand out to me: support and supplement.
  • use no more than two-three different types of transition effects and do not place transition effects between all slides
    • jessicawoods8
      jessicawoods8 on 21 Jul 14
       
      Good to remember to use no more than 2-3 different types of transition effects. 
  • Again, if it is included in the software, your audience has seen it a million times before.
  • Again, if it is included in the software, your audience has seen it a million times before.
    • jessicawoods8
      jessicawoods8 on 21 Jul 14
       
      Great point! I have seen some images or borders that are overused on PowerPoints! 
  • You can give a good presentation without any images at all, but if you do use images in slides, try to keep these eleven tips in mind.
    • jessicawoods8
      jessicawoods8 on 21 Jul 14
       
      Imagining a presentation without visuals would have been crazy to think about before this class! 
  • Here’s an “after” slide to illustrate:
    • jessicawoods8
      jessicawoods8 on 21 Jul 14
       
      This slide is great because it leaves me wanting to know more about the topic. I would really pay attention to the speaker because I would be intrigued by the visual! 
  • The less clutter you have on your slide, the more powerful your visual message will become.
    • fshellabarger
      fshellabarger on 22 Jul 14
       
      This is good to remember. We need to be okay with letting go of the need to "fill the slide". I know that I personally struggle with thinking I should add more visual appeal.
  • decrease the opacity and add a Gaussian Blur or motion filter in Photoshop
    • fshellabarger
      fshellabarger on 22 Jul 14
       
      I never thought about whether an image is your primary or secondary focus on any given slide. The idea of fading the picture to the back for secondary is an interesting technique to make what needs to stand out more do just that.
  • the image is still a cliché
    • fshellabarger
      fshellabarger on 22 Jul 14
       
      This is good to note. It is time for us to step away from cliche pictures that will prevent our instruction from making an original, meaningful connection with our audience.
    • tjbudd
      tjbudd on 22 Jul 14
       
      Presenters and teachers get in a hurry to create their visuals and use anything to fill the page. What I'm learning is that these images do more damage than good by distracting our audience.
  • help you remember what to cover but won’t make it easier for the audience to digest it.
    • fshellabarger
      fshellabarger on 22 Jul 14
       
      It's interesting to see how something that can try to make the speaker more comfortable can actually work against the purpose they are speaking for. We need to ask ourselves, what is more important: our audience or our script?
  • Focus on the main phrases
    • fshellabarger
      fshellabarger on 22 Jul 14
       
      This is a helpful reminder. It really hit me when I read one of the lessons in simplifying that stated we should never have a full sentence on a slide. We only need enough text for it to be memorable when we are sharing on it. In some cases, text may not even be needed to do this.
  • Even worse is to take a free comp from a photo website and stretch it out
    • tjbudd
      tjbudd on 22 Jul 14
       
      It's fine to use these images as comps until you decide whether or not the image will work but the high res image should be used in a final presentation.
  • the star, of course, is your audience
    • joyisuful
      joyisuful on 23 Jul 14
       
      Have to always keep this in mind.  The audience is the star- how can I make sure they feel satisfied after I'm finished withe my presentation?
  • If you have a detailed handout or publication for the audience to be passed out after your talk, you need not feel compelled to fill your PowerPoint slides with a great deal of text.
    • joyisuful
      joyisuful on 23 Jul 14
       
      This is something I have really learned in this class and had some interesting conversations with some people about this.  From my conversations I have learned that  people in occupations other than teaching have different oppinions about this.
  • And this is even better…
    • joyisuful
      joyisuful on 23 Jul 14
       
      I have to keep this in mind and keep working on keeping text as little as possible.
  • You can take your own high-quality photographs with your digital camera
    • joyisuful
      joyisuful on 23 Jul 14
       
      I need to take my own pictures more often.  My presentation is about history though so this is hard but give lots of presentations where I can take or use my own photographs.
  • You clearly need a consistent visual theme throughout your presentation, but most templates included in PowerPoint have been seen by your audience countless times (and besides, the templates are not all that great to begin with).
    • joyisuful
      joyisuful on 23 Jul 14
       
      This is hard for me.  I really like some of the templates in Keynote and don't feel like the audiences have seen them- the problem is they aren't always compatible with Powerpoint and sometimes have to present on a computer that only has Powerpoint.
  • Fonts communicate subtle messages in and of themselves, which is why you should choose fonts deliberately.
    • joyisuful
      joyisuful on 23 Jul 14
       
      Sometimes I'm like a kid when it comes to fonts and spend lots of times looking for a "cool" one.  I need to always remember that simple is better!
    • Patty Harrell
      Patty Harrell on 23 Jul 14
       
      The thing is some kids have trouble with some of the letters in the fonts suggested. I use comic sans because I like the way the a and the g look. For special ed students with moderate disability, it looks more familiar to the way they are learning to print.
  • Think like a designer when you arrange slide elements.
    • joyisuful
      joyisuful on 23 Jul 14
       
      I'm not a designer and think I'm not very good at thinking like one- a weakness of mine.  I need to keep the design elements in mind.
debraschindler

Articles: Presentation "Awakening" - 2 views

moodlesw.aeapdonline.org/...view.php

shared by debraschindler on 07 Nov 14 - No Cached
    • kimkaz
      kimkaz on 07 Nov 14
       
      Oh brother!  I'm guilty of all of these!!!  Kim Kazmierczak
    • kimkaz
      kimkaz on 08 Nov 14
       
      Oh brother!  I'm guilty of all of these!!!  Kim Kazmierczak
    • stephhallberg
      stephhallberg on 09 Nov 14
       
      Me, too. I think the idea that reading bulleted information is not only redundant but hurtful to comprehension are two great reasons to avoid that practice.
    • kimkaz
      kimkaz on 07 Nov 14
       
      I agree that the visual, auditory and possibly kinestic needs of a learner should be accessed for meaningful learning to occur.  Kim Kazmierczak
    • kimkaz
      kimkaz on 08 Nov 14
       
      I agree that the visual, auditory and possibly kinestic needs of a learner should be accessed for meaningful learning to occur.  Kim Kazmierczak
    • kimkaz
      kimkaz on 07 Nov 14
       
      Exactally!  The presentation should punctuate your learning not 'tell'.  Kim Kazmierczak
    • kimkaz
      kimkaz on 08 Nov 14
       
      Exactally!  The presentation should punctuate your learning not 'tell'.  Kim Kazmierczak
  • ...35 more annotations...
    • kimkaz
      kimkaz on 07 Nov 14
       
      Certainly have been the presenter and receipient of this condition.  Powerpoint can offer a scaffold to bridge my knowledge and that of those I'm trying to convince.
    • kimkaz
      kimkaz on 08 Nov 14
       
      Certainly have been the presenter and receipient of this condition.  Powerpoint can offer a scaffold to bridge my knowledge and that of those I'm trying to convince.
  • The Curse of Knowledge is essentially the condition whereby the deliverer of the message cannot imagine what it’s like not to possess his level of background knowledge on the topic. When he speaks in abstractions to the audience, it makes perfect sense to him but him alone. In his mind, it seems simple and obvious.
    • kimkaz
      kimkaz on 07 Nov 14
       
      It is our obligation to connect the audience's background knowledge with that of our own.  This will insure a higher potential for acquisition of the learning.
    • debraschindler
      debraschindler on 13 Nov 14
       
      The quote from the text reminds me of certain educators who are so involved & in love with their content area/topic that they lecture repeatedly instead of breaking down the subject matter and making it accessible for their students.
    • kimkaz
      kimkaz on 07 Nov 14
       
      I am ashamed to say that I'm guilty as charged!
  • Communication is about getting others to adopt your point of view, to help them understand why you’re excited (or sad, or optimistic or whatever else you are.)
    • kimkaz
      kimkaz on 08 Nov 14
       
      Powerpoint is a powerful tool to persuade an audience toward your point of view.  It's important to provide information and the courtesy to care about the learner you are trying to reach.  Kim Kazmierczak
  • That is, it is more effective to target both the visual and auditory processors of working memory.
  • o cheesy images. Use professional stock photo images. No dissolves, spins or other transitions. Sound effects can be used a few times per presentation, but never use the sound effects that are built in to the program. Instead, rip sounds and music from CDs and leverage the Proustian effect this can have. If people start bouncing up and down to the Grateful Dead, you’ve kept them from falling asleep, and you’ve reminded them that this isn’t a typical meeting you’re running. Don’t hand out print-outs of your slides. They don’t work without you there.
  • That is, it is more effective to target both the visual and auditory processors of working memory.
  • And it’s long past time that we realized that putting the same information on a slide that is coming out of our mouths usually does not help — in fact usually hurts our message.
  • Put it in terms people can visualize.
    • kimkaz
      kimkaz on 08 Nov 14
       
      Data can be confrontional and confusing.   It is important that the data represents your point accurately.  Graphs and tables can appear skewed without using the approriate scale or N.
  • Why is it, though, that when the majority of smart, talented, story-loving people have the chance to present, they usually resort to generating streams of vaguely connected information rather than stories or examples and illustrations?
    • kimkaz
      kimkaz on 08 Nov 14
       
      Stories provide a scaffold for the audience and helps them connect to the content being presented.  If the story isn't connected it may misrepresent the point or seem self-absorbed.  I agree keep it connected and authentic is the key.
  • For example, the modality effect shows that ”working memory can be increased by using dual rather than a single modality.” That is, it is more effective to target both the visual and auditory processors of working memory.
    • stephhallberg
      stephhallberg on 09 Nov 14
       
      This means to me that I can present a visual and discuss it to the students to improve their learning about the subject.
  • Powerpoint could be the most powerful tool on your computer. But it’s not. Countless innovations fail because their champions use PowerPoint the way Microsoft wants them to, instead of the right way.
    • stephhallberg
      stephhallberg on 09 Nov 14
       
      Why do the experts at Microsoft want presentations to occur in a less than optimal way?  Shouldn't they be encouraging people to use Power Point to enhance the learning of others?
    • sraymond21
      sraymond21 on 10 Nov 14
       
      It's probably also a nod to the idea that even the engineers that work there don't always have a clue about design. I completely see why novices would be encouraged to use a template; it would keep painfully long meetings short and to the point (in theory, anyway)!
  • IMPORTANT: Don’t hand out the written stuff at the beginning! If you do, people will read the memo while you’re talking and ignore you. Instead, your goal is to get them to sit back, trust you and take in the emotional and intellectual points of your presentation.
    • stephhallberg
      stephhallberg on 09 Nov 14
       
      This is really important to remember.  You want the audience to focus on your words and not doodling on the thumbnails that you pass out.
  • JFK, or at least his speechwriters, knew that abstractions are not memorable, nor do they motivate. Yet how many speeches by CEOs and other leaders contain phrases such as “maximize shareholder value yada, yada, yada?”
    • stephhallberg
      stephhallberg on 09 Nov 14
       
      I think we often need to use "smart" jargon to impress our audience.  Maybe using simple ideas as a way to capture the interest of the audience is the way to go.
  • Stories get our attention and are easier to remember than lists of rules. People love Hollywood, Bollywood, and indie films. People are attracted to “story.”
    • stephhallberg
      stephhallberg on 09 Nov 14
       
      Absolutely!  Charismatic presenters often use the element of story to engage the audience.
    • sraymond21
      sraymond21 on 10 Nov 14
       
      This is an excellent point to remember; sometimes the user is guiltier than the program he or she has been using. I like that he points out that the focus of the presentation should always be what the presenter's main point is.
  • Good presentation techniques, and even classroom instruction methods, are as much art as science.
  • Our brains have two sides. The right side is emotional, musical and moody. The left side is focused on dexterity, facts and hard data. When you show up to give a presentation, people want to use both parts of their brain. So they use the right side to judge the way you talk, the way you dress and your body language. Often, people come to a conclusion about your presentation by the time you’re on the second slide. After that, it’s often too late for your bullet points to do you much good.
    • debraschindler
      debraschindler on 13 Nov 14
       
      If people have made up their mind about you by the second slide then you'd better have made the first two good ones! - D.Schindler
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
    • sraymond21
      sraymond21 on 10 Nov 14
       
      This worries me...not that I disagree, but I always tell my students NO NOTE CARDS. I feel like no note cards forces them to know their presentations better. In my experience, giving new presenters note cards ensures that I am going to be watching them read from note cards for the duration of their presentations. I wonder what the guidelines would be for students practicing?
  • We tell stories all day long. It’s how humans have always communicated.
    • julievanmanen
      julievanmanen on 10 Nov 14
       
      I totally agree with this point. Storytelling is an important form of communication in the classroom and in other settings as well.
  • Images are one way to have audiences not only understand your point better but also have a more visceral and emotional connection to your idea.
    • julievanmanen
      julievanmanen on 10 Nov 14
       
      Yes! "A picture is worth a thousand words."
  • Use natural speech and give real examples with real things, not abstractions.
    • julievanmanen
      julievanmanen on 10 Nov 14
       
      Totally agree! When I taught math using real world situations to teach a concept, students were eager to learn and could relate to the topic.
  • No more than six words on a slide. EVER. There is no presentation so complex that this rule needs to be broken.
    • julievanmanen
      julievanmanen on 10 Nov 14
       
      I have seen way too many presentations with such little print that you couldn't begin to read it.
  • What the authors found—and explain simply and brilliantly in their book—is that “sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories. And yes, these six compress nicely into the acronym SUCCESs.
  • weller means is that the way PowerPoint is used should be ditched, not the tool
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      I agree.  I don't think power point is the problem.  It is a user problem.  I have seen some powerful presentation and some lame ones that use power point as the tool.
  • it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented."
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      This is a common mistake that I observe in new instructors that don't know their materials...they read the slides and put too much data on them.
  • Research shows that visuals (animation) plus concise, simultaneous narration is better than just narration alone. When it comes to the issue of projected text on a screen and narration, Mayer draws this conclusion:
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      It helps me see and hear what the instructor is saying.  I have a visual to anchor to.
  • bulleted-list templates found in both PowerPoint and Keynote.
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      Bullets are a distraction in power point.
  • if your presentation visuals taken in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • tamela hatcher
      tamela hatcher on 11 Nov 14
       
      This is what bugs me about organizations requiring me to turn in my power point in advance.  If I were doing it like it is suggested in this article, it would be worthless to the audience.  I want to make a visual power point and give a hand out that the audience could find facts on.
  • The best way to do that is to pose questions or open holes in people’s knowledge and then fill those holes.
  • kill two birds with one stone”
    • debraschindler
      debraschindler on 13 Nov 14
       
      I tend to use a lot of idioms when I speak; I have found most people gravitate towards it and respond positively and while some just look at me like I said something crazy.
    • debraschindler
      debraschindler on 13 Nov 14
       
      When I think of myself as a presenter of information/knowledge to students I am very good at providing SUCCESS; my current struggle is finding my stride at SUCCESS for adult learners. D. Schindler
  • because deep down, we all want to be sold
    • debraschindler
      debraschindler on 13 Nov 14
       
      Ain't that the truth! My boss and I have similar if not the same theories on educational practices. She has a way of 'selling' her audience that even when she and I are saying the exact same thing our teachers walk away with much more buy-in after she has spoken.
  • Instead of giving me four bullet points of EPA data, why not read me the stats but show me a photo of a bunch of dead birds, some smog and even a diseased lung? This is cheating! It’s unfair! It works.
    • debraschindler
      debraschindler on 13 Nov 14
       
      This would sends a strong message and would be a very influential. That one slide fits the entire SUCCESS model (simple, unexpected, concrete, credible, emotional, and a story) - D. Schindler
  • these slides i
    • debraschindler
      debraschindler on 13 Nov 14
       
      I LOVE the visual of these slides. I will definitely be using these to evaluate my work.
meyerlaura

Articles: Presentation "Awakening" - 5 views

moodlesw.aeapdonline.org/...view.php

shared by meyerlaura on 30 Jul 14 - No Cached
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      While I agree with this in theory, I am one who needs to hear AND see highlights in order to remember them!
    • meyerlaura
      meyerlaura on 03 Aug 14
       
      True, but not the Entire Speech!
  • putting the same information on a slide that is coming out of our mouths usually does not help
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Your audience is likely to ignore what you have to say if you are reading everything to them.
    • meyerlaura
      meyerlaura on 21 Sep 14
       
      and also, to get VERY irritated!
    • pattyharris123
      pattyharris123 on 30 Jul 14
       
      same information on a slide that comes out of our mouth
  • ...25 more annotations...
  • “Curse of Knowledge.”
    • Chanda Hassett
      Chanda Hassett on 03 Aug 14
       
      This is how I've made most of my Ppts for my classes. I have even questioned students about why they didn't "get it" when it was right there. AH, Me!
    • apresler
      apresler on 04 Aug 14
       
      This surprises me -I would have thought that it would make it easier to understand if you see and hear information at the same time. 
  • "It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented."
    • apresler
      apresler on 04 Aug 14
       
      This helps me understand that the presenter is still an important part of the presentation.  They should be there to enhance and explain what is on the screen - not read word for word. 
    • Chanda Hassett
      Chanda Hassett on 06 Aug 14
       
      That's what I always told my students as they created presentations, "If the slides can speak for themselves, why do we need you to present?" I was hoping they'd understand that what they said outside of the slides was more important.
  • if your presentation visuals taken in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
  • the reason we do presentations is to make a point, to sell one or more ideas.
    • apresler
      apresler on 04 Aug 14
       
      I guess we do have to "sell" our class content to our students. 
  • make slides that reinforce your words, not repeat them. Create slides that demonstrate, with emotional proof, that what you’re saying is true not just accurate.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Your slides should reinforce and support what you say - not say it for you.
  • make yourself cue cards.
  • create a written document. A leave-behind. Put in as many footnotes or details as you like. Then, when you start your presentation, tell the audience that you’re going to give them all the details of your presentation after it’s over, and they don’t have to write down everything you say.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      That might be a good idea. Rather than give out a hand out at the beginning of the presentation (assuring no one of listening to you), hand it out as a summary at the end,
  • create a feedback cycle.
  • One of the components for creating sticking messages is story.
    • Chanda Hassett
      Chanda Hassett on 06 Aug 14
       
      Storytelling always works for helping me remember things. It only makes sense that it would work for my students with my PowerPoints.
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Storytelling helps me remember things, too, as long as I can stay on track. Sometimes I forget to stick with the correct story and not to elaborate on it too much!
  • “sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories
  • SUCCESs.
    • apresler
      apresler on 04 Aug 14
       
      SUCCESs-easy to understand and remember ways to make presentations "stick" 
  • No dissolves, spins or other transitions
    • Chanda Hassett
      Chanda Hassett on 06 Aug 14
       
      I had to sit through an administrator's presentation that seemed like he'd just learned how to use PowerPoint. Every transition was different, slides were various colors, text sizes varied from slide to slide - UGH!
  • six principles from Made to Stick that you should keep in mind when crystallizing your ideas and crafting your message for speeches, presentations, or any other form of communication.
    • apresler
      apresler on 07 Aug 14
       
      Good reminder for not only presentations but also emails (especially to parents). 
  • "The use of the PowerPoint presentation has been a disaster. It should be ditched."                                                   — John Sweller
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      And, this is the reason we are taking this course!
  • “Words should be presented as speech (i.e., narration) rather than text (i.e., on-screen text) or as speech and text.”                                                      — Richard Mayer
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      TALK to your audience
  • If you believe in your idea, sell it
    • pattyharris123
      pattyharris123 on 13 Aug 14
       
      Why even present it if you are not going to believe in it.
    • nettiemarie
      nettiemarie on 20 Aug 14
       
      "working memory can be increased by using dual rather than a single modality
  • PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."                                                          — Richard Mayer
    • nettiemarie
      nettiemarie on 20 Aug 14
       
      PowerPoint is a medium that can be used effectively - that is, with effective design methods - or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods." - Richard Mayer Cognitive load theory
  • Communication is the transfer of emotion
  • Don’t hand out the written stuff at the beginning
  • ”working memory can be increased by using dual rather than a single modality
  • “sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories.
    • meyerlaura
      meyerlaura on 21 Sep 14
       
      Find an infographic of this??  :)
  • pattyharris123 on 30 Jul 14
     
    Words should be presented as speech
aneppl

Articles: Preparation - 0 views

moodlesw.aeapdonline.org/...view.php

shared by aneppl on 13 Feb 15 - No Cached
  • If your audience could remember only three things about your presentation,what would you want it to be?
    • stac34
      stac34 on 13 Feb 15
       
      I think this is a great question to ask yourself when planning a presenation. To make it purposeful, you want to think about what others will gain from the presentation.
    • jsoland
      jsoland on 16 Feb 15
       
      I love this as well. I think it will really help me to focus on what truly is important and help me to limit all the other content that I may have thought was needed, but would just take away from the presentation.
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      This is a very good way to think about your presentation. This will help us make sure it is not too long.
  • he analog approach (paper or whiteboard) to sketch out my ideas and create a rough storyboard really helps solidify and simplify my message in my own head.
    • stac34
      stac34 on 13 Feb 15
       
      I like the idea of this, but realistically so much of what i do is digital, I plan so much on Google Docs so I can access my thoughts from any of my devices. Maybe I should try going analog to see if mind mapping like that is beneficial for me.
  • We do not tell a story from memory alone; we do not need to memorize a story that has meaning to us. If it is real, then it is in us.
    • stac34
      stac34 on 13 Feb 15
       
      Yes. This. I have sat through presenatations where others are just sharing information and I have presented when I have been assigned a slide or two to present. I have received excellent feedback when I have been able to present about a topic that I am passionate about and connected to. When I can share why it is important to me the message is so much easier to get across. I'm trying to think about how traditional required PD can be reformatted to include more story telling.
  • ...44 more annotations...
  • en is the optimal number of slides in
    • stac34
      stac34 on 13 Feb 15
       
      I kinda shudder when I think about how many presentations I have given that are 30, 40 even 50 slides long (in a day long class) and how overwhelmed people must be. I like that it lays out what the ten topics are, but I would be interested to know what this would look like with education topics.
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      I agree that it would be very interesting to see what this list would be in education topics. I wonder if you would need a broader scope too because of the different audiences. I also wonder about our students and how they are handling even 10 slides perhaps 8 times a day depending on their workload! 
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      This is a good point. We consider just our audience for our presentation, but what if they are absorbing presentations all day long?
    • brendahack
      brendahack on 17 Feb 15
       
      When I wrote the list of 10 down, I wondered what the translation from business model to education might look like. Anyone give it a shot?
  • meeting
  • a PowerPoint presentation because a normal human being cannot comprehend more than ten concepts in a
  • Documentaries do not simply tell facts; rather, they engage us with the story of war, scientific discovery, a dramatic sea rescue, climate change, and so on
    • stac34
      stac34 on 13 Feb 15
       
      This is good to realize that it can be a heavy subject or a non fiction topic and still be covered through the format of storytelling. If our brains naturally gravitate towards stories, then the audience is automatically at a higher level of engagement.
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything.
    • jsoland
      jsoland on 16 Feb 15
       
      I am guilty of this. In previous articles, it also highlighted the importance of restraint in information, but I struggle to identify what is and isn't important to someone else.
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      Me too. It is hard to say "this is important, but not something I need to tell them."
  • No software to get in my way and I can easily see how the flow will go. I draw sample images that I can use to support a particular point, say, a pie chart here, a photo there, perhaps a line graph in this section and so on.
    • jsoland
      jsoland on 16 Feb 15
       
      This resonates with me because I have always found myself scrambling to find images in the past to fit a slide without really purposely planning what the image should be. My focus was the reverse of what it should have been. I should be focusing on what image to use to illustrate the content.
  • “Statistics are used to tell lies...while accounting reports are often BS in a ball gown.”
    • jsoland
      jsoland on 16 Feb 15
       
      I find this quote funny as we used to joke all the time in graduate school that you could make stats say anything you wanted. I think people look at numbers and just take them to be the truth without realizing that number can be manipulated as well.
  • Use visuals in an active way, not a decorative one.
    • jsoland
      jsoland on 16 Feb 15
       
      This is a theme that I'm seeing throughout the course and probably one of my biggest take aways as I have always thought of visuals as a compliment to the text on the screen rather than being the primary focus.
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      This takes practice. I'm better at this, but even when I pick really stunning visuals and use them full-slide like we'll look at in our next section, that doesn't mean that they reinforce the message I'm trying to send.
  • You should give your ten slides in twenty minutes.
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I need to try to remember this in my next presentation. Sometimes I have so much to say, i need to make sure I cut down the information.
  • The best presenters illustrate their points with the use of stories, most often personal ones
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I thought i was interesting reading that you should include your personal life, like you kids and family. All within ten slides! Yikes!
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      True, but I wouldn't make slides for my personal anecdotes. They would simply weave into the overall story that I'm making with my presentation.
    • brendahack
      brendahack on 17 Feb 15
       
      I was surprised by the inclusion of persoanl life, but it does create a connection with your audience.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Yes, again, like writing compositions, personal anecdotes are a great way to support claims.
  • A good story is not the beginning-to-end tale of how results meet expectations
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      We must remember to add SUSPENSE! :)
  • Visuals should be big, bold, clear, and easy to see.
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      The articles stated that less is more. Ten slides, twenty minutes, and thirty point font.
  • I suggest you start your planning in “analog mode.”
    • KIM BYRD
      KIM BYRD on 16 Feb 15
       
      I liked the idea of using post-its before you start building your presentation. This helps to simplfy and organize your ideas.
  • Thirty-point font.
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      This is hard in a classroom. Especially if the powerpoint is being used to give concepts or information. I completely understand the concept from a true presentation standpoint, but I wonder about what it looks like as an educational tool for students.
  • The brain cares about story.
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      I have found that this also works when you are trying to explain a concept to a struggling student. If you can give them a story they can understand (be it true or not) the brain can catch on to it faster and make sense of the concept. Truly powerful!
  • do not simply tell facts;
  • “tell the story” o
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      My department has added in a unit on documentary and bias to get to this very point. The idea is that they are telling the story they want to tell. They have little-to-no obligation to tell us the truth. Stories are used to make us think and decided what we think is right or wrong. They are a conversation starter, not a conclusion. Thus, if we were to end out presentation with a story, we perhaps would begin the conversation for them to have after the presentation is over. It could be very powerful. 
  • “data dump.” A data dump — all too common unfortunately
    • sarahjmoore
      sarahjmoore on 16 Feb 15
       
      I wonder if this is why the presentations in the educational world struggle so much. For the most part, they are used to give information or data. Then the discussion comes based off of that. I sat through 3 presentations today that did just that. I find myself struggling with the two concepts of zen and content. What is the balance that is truly needed?
    • Evan Abbey
      Evan Abbey on 17 Feb 15
       
      The weird thing is, we don't teach like that in our classes, do we? I mean, yeah, we all know of that boring lecturer, but that's more of a college professor thing than a common high school teacher thing. You would think education presentations would be more "fluffy touchy feely" without any tangible data/information than the other way around, but you'd be wrong.
  • Introduce the problem you have (or did have) and how you will solve it (or did solve it). Give examples that are meaningful and relevant to your audience. Remember, story is sequential: “This happened, and then this happened, and therefore this happened, and so on.” Take people on a journey that introduces conflict and then resolves that conflict. If you can do this, you will be miles ahead of most presenters who simply recall talking points and broadcast lists of information
    • brendahack
      brendahack on 17 Feb 15
       
      If I can get to this point, I will feel successful. I have been reflecting on the presentation that I am working on, and realized when I am teaching students I have done this, but not intentionally. I plan to use a personal story that demonstrates the power of the information I will be presenting. What I am finding challenging is selecting the "right" image to show the emotion I want to invoke. Since this is content that I am very familar with, I am not concerned about bullets, or list of info, but I feel the challenge of getting it all flowing.
  • I am evangelizing the 10/20/30 Rule of PowerPoint. It’s quite simple: a PowerPoint presentation should have ten slides, last no more than twenty minutes, and contain no font smaller than thirty points.
    • brendahack
      brendahack on 17 Feb 15
       
      So much power in so few words! Pass the elevator test? yep. 10 slides, a bit scary, but do-able, 20 minutes about what I can expect from students, but when presenting to peers, it is generally much more. However that can be broken up with activities and group work, individual work and check for understanding, in addition to just the power point. I like that font syle and size are being addressed. I play around with that too much, not sure if I have it right, so now I have a tool to guide me. Thanks.
    • aneppl
      aneppl on 22 Feb 15
       
      This makes me think about the importance of a "mini-lesson" in whole group. The term mini-lesson for some has not aligned for the length of their lesson. 10-20 minutes for a whole group lesson on inferencing should be the target
  • Force yourself to use no font smaller than thirty points. I guarantee it will make your presentations better because it requires you to find the most salient points and to know how to explain them well. If “thirty points,” is too dogmatic, the I offer you an algorithm: find out the age of the oldest person in your audience and divide it by two. That’s your optimal font size.
    • brendahack
      brendahack on 17 Feb 15
       
      I love it! I am going to play this game in class, how old are you, wait a minute, slides adjusted to "correct" font. Seriously, in adult education this is a big issue. No one wants to admit that they can't read the slides because the font is too small. Ego?
    • candace berkley
      candace berkley on 19 Feb 15
       
      This reminds me of learning targets: What do we want students to know/do? How will we get them there? How will we know when they get there? (This is the second time I have tried to post this comment. The first one was much better composed! Learning curve...)
  • if your presentation is not based on solid content, you can not succeed.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Occasionally, I need to remind myself of the purpose for using technology in my classroom: To enhance student learning, not to entertain students (or myself) or just simply to accomplish a task in a different way. I would like to use technology to push kids to a higher level of learning.
    • candace berkley
      candace berkley on 19 Feb 15
       
      I don't know why I never considered pre-writing and making a rough draft for a presentation. When I write anything else, I always follow an "analog mode," but with presentations I just jump right in.
    • candace berkley
      candace berkley on 19 Feb 15
       
      I tell my AP Composition students that when they write, they should always be able to answer the big "So what?" Why is this issue serious? Why should it be taken seriously? What makes it relevant? I am now seeing that composing a presentation is not so different from a rhetorical composition. Interesting.
  • If we know our material well and have rehearsed the flow, know what slide is next in the deck, and have anticipated questions, then we have eliminated much (but not all) of the unknown.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Nothing worse than a slide that is out of place, a visual that pops up at the wrong moment, or when what you are saying is totally incongruous to what is on the slide. Practice in front of your family, colleagues, friends and have them give a little input to help the presentation go smoothly.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Nothing worse than being surprised when a slide is out of sequence, the wrong visual appears, or what you are talking about is incongruous to what the slide shows. Practice with your family at home, your dog, imaginary audience.
  • “people are not inspired to act on reason alone.”
    • candace berkley
      candace berkley on 19 Feb 15
       
      Yes: logos, ethos, pathos.
  • ven R2D2 and C3PO are engaging characters, in large part because of their strikingly different personalities.
  • n your own presentations, look for contrasts such as before/after, past/future, now/then, problem/solution, strife/peace, growth/decline, pessimism/optimism, and so on. Highlighting contrasts is a natural way to bring the audience into your story and make your message more memorable.
    • candace berkley
      candace berkley on 19 Feb 15
       
      Something very basic (and simple!) to remember when it is time to work on the presentation. I like these kinds of very clear statements as I can visualize what the examples might look like in a presentation.
  • Make your presentation—visuals and narration—participatory.
    • candace berkley
      candace berkley on 20 Feb 15
       
      This entire section was really interesting. I never thought of a presentation as a kind of narrative performance, story telling. And participatory. Very cool to think of presentations using these ideas. I also like the conciseness of these 5 points.
  • ou believe in y
    • candace berkley
      candace berkley on 20 Feb 15
       
      Authenticity is vital to establish a connection with the audience.
  • t reads ahead of you because it can read faster than you can speak. The result is that you and the audience are out of synch.
    • candace berkley
      candace berkley on 20 Feb 15
       
      So true. Students will quickly read what is put before them and not pay attention to anything else that is happening, and then they wait for the next thing to read
  • (or from a scheduled one hour to 30 minutes)
    • aneppl
      aneppl on 22 Feb 15
       
      On Monday we had a professional development day. We had over planned for content, but when we scrambled (in front of our staff) on what to cut out so we could still send the teachers off to lunch when we promised we unintentionally cut out the section titled "the importance of a wrap-up or closure" within their literacy workshop model. In other words we actually practiced the opposite of what one of our most important points was to be for the presentation....ugh!
  • examples to support your major points
    • aneppl
      aneppl on 22 Feb 15
       
      I have often told stories, sometimes personal and sometimes passionate. What I often miss is making the link or connection to our focus. I need to be more purposeful with making that connection.
  • “and the key to their hearts is story.”
    • aneppl
      aneppl on 22 Feb 15
       
      This year this has been more challenging as I am with an entirely new staff that has come together in new building. In my previous position, my stories or sharing of personal challenges lead to a level of trust with staff. They were used to my personal approach, and I get the feeling the new staff I work with are not used to the principal showing emotion, sharing personal information or challenges.
  • Allow graphic elements to fill the frame and bleed off the edges.
    • aneppl
      aneppl on 22 Feb 15
       
      I just did this on a slide for a presentation on Monday. Instead of the graphic/picture just being to the right of the text, I made the picture the entire background an ended up with just a few words.
  • What is the purpose of the event?
    • aneppl
      aneppl on 22 Feb 15
       
      So critical - I truly believe teachers need to know the purpose and how the learning or new information will impact them or their students. For me, the purpose is almost related to improved student learning - making the clear connection is the challenge...
  • legal pad and pen
KIM BYRD

Articles: Presentation "Awakening" - 0 views

moodlesw.aeapdonline.org/...view.php

shared by KIM BYRD on 09 Feb 15 - No Cached
  • in the aggregate (e.g., your “PowerPoint deck”) can be perfectly and completely understood without your narration, then it begs the question: why are you there?
    • stac34
      stac34 on 09 Feb 15
       
      I love this, I wish that all presenters were given this statement to check their presentations before going public with them. I think it is a good reflection piece to see if you have developed a quality presentation. I am going to make this part of my proofreading process when preparing presentations from here on out!
  • You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotion. Logic is not enough.
  • You can wreck a communication process with lousy logic or unsupported facts, but you can’t complete it without emotio
    • stac34
      stac34 on 09 Feb 15
       
      I really haven't ever thought of the emotional side of the presentation, but it makes sense that if someone can connect with the presenter they might be more engaged. Appealing to the audience emotional side can help them become invested in the topic and information.
  • ...40 more annotations...
  • There is something very natural, compelling, and memorable about both telling and listening to stories.
    • stac34
      stac34 on 09 Feb 15
       
      I think this is important, I have recently tried incorporating storytelling into my presentations, letting the audience know how I got to where I am in my journey with the topic and why it is something I am passionate about. This ties in with the idea of striking the emotional side of the audience mentioned in the other article.
    • brendahack
      brendahack on 16 Feb 15
       
      I feel like this was one of my biggest ah ha's. I love stories and hearing the presenters story is always engaging. When I have shared a story in class, it has students attention, they interact, ask questions, volunteer information. When we are working through slides, I feel llike I need to sing and dance to hold their attentions. Stories are powerful! I have just not ever considered it as a presentaion method.
  • PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."
  • PowerPoint is a medium that can be used effectively — that is, with effective design methods — or ineffectively, that is with ineffective design methods. We would not necessarily say that books are rarely a good method, because books can be designed using effective or ineffective methods."
  • . Power
    • stac34
      stac34 on 10 Feb 15
       
      I think it is important to note that PowerPoint is a tool that can be used effectively, but just simply having a PowerPoint doesn't make it purposeful just through using it. The design of a presentation includes multiple facets, the visual presentation is just one of them.
    • aneppl
      aneppl on 15 Feb 15
       
      The key lies in what is the purpose of the presentation and how does the tool(powerpoint) aid in the purpose.
  • Point is
  • a medium that can be used effectively — that is, with effective design methods — or
  • ineffectively, that is with ineffective design methods. We would not necessarily say that
  • books are rarely a good method, because books can be designed using effective or
  • ineffective methods."
  • ineffective methods.
  • “sticky” ideas have six key principles in common: simplicity, unexpectedness, concreteness, credibility, emotions, and stories. And yes, these six compress nicely into the acronym SUCCESs.
    • stac34
      stac34 on 10 Feb 15
       
      I am a fan of acryonyms when they are easy to recall, I like that all of these are described below in more detail, but the "memory" word describes it well enough to trigger what you should remember when designing presentations.
  • Words should be presented as speech
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      I think this becomes difficult in many settings educationally because the focus has always been on a away to help visual learners gather information. They are often used to be a note guide or a resource to refer back to. I wonder if the shift to being able to screencast would help this. I also wonder about how it leaves out the visual, non-auditory learners. I also think that as a resource, it is less effective if there is an audio track because then the viewer has more to sift through. But it is perhaps more effective as a teaching tool because they can use it to re-teach. Perhaps it is more about purpose matching the delivery. 
  • esented as speech (i.e., narration) rather than text (i.e., on-screen text) or as speech and text.”
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      Somewhere along the presentation education line, these things get mixed up. When giving a presentation, there should only be key words to cue the speaker or drive a point home. I think that the concept of "cue the speaker" has lead to all of the text. We feel unprepared and this becomes a crutch. I think this is what most of my student struggle with. Although, this course is mostly focused on the teacher, as a high school English teacher, I think these concepts should be taught to our students as well.
    • jsoland
      jsoland on 15 Feb 15
       
      I completely agree. I think it has been drilled into people to use the text as cues on what to talk about, but I think this has become misleading and has led to text on the slides that detracts from the presentation rather than add to it.
  • Third, create a written document. A leave-behind. Put in as many footnotes or details as you like. Then, when you start your presentation, tell the audience that you’re going to give them all the details of your presentation after it’s over, and they don’t have to write down everything you say
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      I love this idea! This would keep your audience engaged in the presentation and allow them to not worry about if they have all of the bullet points written down word for word for the text. This would allow the information to flow faster because you don't have to provide wait time.  
  • But everyone else is busy defending the status quo (which is easy) and you’re busy championing brave new innovations, which is difficult.
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      This makes it a lot more work too, but it is worth it if the information stays with them. They will remember the power of your presentation. They also will feel that they have missed something if they weren't present. 
    • jsoland
      jsoland on 15 Feb 15
       
      It also saves you from having to present or follow-up later to go over the same information!
  • Unexpectedness.
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      I think that sometimes this could be negative part of a presentation. The key here is to create something unexpected that directly connects to what you are talking about and proves your message. Often, I see people pulling something out just to break up the presentation and to give them a mind break. It is important to wrap those things together (mind break and message) to really get this aspect accomplished. 
  • Great ideas and presentations have an element of story to them.
    • sarahjmoore
      sarahjmoore on 14 Feb 15
       
      I think the key here is the word "element." I have been part of presentations where you are there to hear about and idea, and they end up telling you story after story. They are loosely connected, but I find myself disengaged with the content and the focus because I am wondering "how many of the "rabbit trails" we are going to go on?" I think you should use stories to help with concepts and examples, keeping them short and to the point.  
    • aneppl
      aneppl on 15 Feb 15
       
      I think it's particularly hard in education, as we don't often have the "whole story" about a students success as they leave us and transition to another stage in their life. Teacher or student success stories are powerful and touch our hearts. For implementing new practices/techniques, or strategies, a true life story from a teacher is always more powerful.
  • The redundancy effect says that if one form of instruction (such as the spoken word) is intelligible and adequate then providing the same material in another form (such as lines of text on a screen that mimic the words being spoken) are redundant and can actually hurt understanding.
    • jsoland
      jsoland on 15 Feb 15
       
      I found this so interesting and it can be counterintuitive, but the more I thought about it the more I reflected on how often I completely tune out as a result of seeing and hearing the same content (ie someone reading their powerpoint slide)
    • brendahack
      brendahack on 16 Feb 15
       
      This was a stand out to me as weel. The more I thought about it the more I agreed with it. When I have bene presented to, it is extreamly distracting to try to read a slide while someone else is reading it out loud.
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
  • First, make yourself cue cards. Don’t put them on the screen. Put them in your hand. Now, you can use the cue cards you made to make sure you’re saying what you came to say.
  • Fourth, create a feedback cycle. If your presentation is for a project approval, hand people a project approval form and get them to approve it, so there’s no ambiguity at all about what you’ve all agreed to.
  • Fourth, create a feedback cycle. If your presentation is for a project approval, hand people a project approval form and get them to approve it, so there’s no ambiguity at all about what you’ve all agreed to.
    • aneppl
      aneppl on 15 Feb 15
       
      In education, it's often about what is the implementation piece associated with the presentation/learning/ etc. How do we hold ourselves accountable for the information presented
  • The Curse of Knowledge is essentially the condition whereby the deliverer of the message cannot imagine what it’s like not to possess his level of background knowledge on the topic.
    • jsoland
      jsoland on 15 Feb 15
       
      I really struggle with this. I'm never sure how technical to get with my language as I want the audience to feel comfortable with the content, but not feel like I am "talking down to them"
  • Concreteness. Use natural speech and give real examples with real things, not abstractions.
    • jsoland
      jsoland on 15 Feb 15
       
      I really need to work on this one and spend some time coming up with better examples, stories, and analogies in my presentations to make things more concrete.
  • Often, people come to a conclusion about your presentation by the time you’re on the second slide. After that, it’s often too late for your bullet points to do you much good
    • aneppl
      aneppl on 15 Feb 15
       
      This is so true. I think it's critical on how you set up the audience for what the purpose is, how this will help/impact them, and what they will/should walk away with.
    • brendahack
      brendahack on 16 Feb 15
       
      Kind of shocking actually. The second slide??? All the more reason to ne mindful of what you are sharing.
  • Curse of Knowledge
    • aneppl
      aneppl on 15 Feb 15
       
      I too am guilty of this. I sometimes feel that what I have to say on a topic is so important that it can't wait or that I have to include it. As a principal, I've had to learn to be disciplined to sometimes save my thoughts when others are presenting and not interrupt their presentations for my own sake of speaking!
  • Emotions. People are emotional beings
    • aneppl
      aneppl on 15 Feb 15
       
      I do feel that I try to connect with teachers emotionally. I am very vulnerable in my communication with teachers. I don't want to be known as the expert and thus I engage a lot of teachers to be with me in presenting, sharing, modeling, etc. Acknowledge how busy we know they all are, but surround it with how important our new learning is for the benefit of students.
  • It is effective to speak to a diagram, because it presents information in a different form. But it is not effective to speak the same words that are written, because it is putting too much load on the mind and decreases your ability to understand what is being presented
    • brendahack
      brendahack on 16 Feb 15
       
      Speaking to the diagram allows one to have their own thoughts, and consider the presenters ideas I beleive without the overload suggested by reaing the slide to them. I like the idea of an image that gets to the emotion or the concept that you are trying to get across.
  • Next time you plan a presentation, then, start by using a pencil and pad, a whiteboard, or a stick in the sand — anything except jumping headfirst into slideware on your computer with its templates, outlines, and content wizards that may point you down a path you wish not to go.
    • brendahack
      brendahack on 16 Feb 15
       
      I love this! Of course anything done in the sand this time of the year in Iowa seems like a GREAT idea. I know I am guilty of starting with the slide and not the overall concept. It is so easy to rearrange slides in power point that is it ewasy to get caught up in headfirst jumping.
  • IMPORTANT: Don’t hand out the written stuff at the beginning! If you do, people will read the memo while you’re talking and ignore you. Instead, your goal is to get them to sit back, trust you and take in the emotional and intellectual points of your presentation.
    • brendahack
      brendahack on 16 Feb 15
       
      Yep! save it until the end. How many conferences have you been to that people stick their head in the door, grab a copy of your slides, handout, whatever, and turn around and head out. If they could sit and listen knowing they will get materials at the end, I believe they will have a better learning experience.
  • Simplicity. If everything is important, then nothing is important. If everything is a priority, then nothing is a priority. You must be ruthless in your efforts to simplify
    • brendahack
      brendahack on 16 Feb 15
       
      Easier said than done, but how very important! I know this is one that I will be giving lots of thought to.
  • "The use of the PowerPoint presentation has been a disaster. It should be ditched.
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      I am not so sure it is a disaster. Perhaps we all need more training.
  • Powerpoint was developed by engineers as a tool to help them communicate with the marketing department—and vice versa.
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      Now look how often PowerPoint is used. It has branched out beyond the marketing department.
  • Communication is the transfer of emotion.
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      They talk a lot in these articles about how the audience needs to have emotion brought to them by presentation.
  • No more than six words on a slide. EVER.
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      I never heard of this rule until I took this class. I have seen and made more than six slides for as long as PowerPoint has been around.
  • For your presentation, what’s the key point? What’s the core? Why does (or should) it matter?
    • KIM BYRD
      KIM BYRD on 23 Feb 15
       
      I feel like my end presentation is using simplicity too much. Perhaps I am just used to slides with WAY too much information on them.
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