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Contents contributed and discussions participated by mnollsch

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Articles: Delivery - 2 views

moodlesw.aeapdonline.org/...view.php
shared by david moeller on 18 Jul 14 - No Cached
  • It is better to have the audience wanting more (of you) than to feel that they have had more than enough.
    • mnollsch
      mnollsch on 18 Jul 14
       
      This is very true and I have experienced the value of finishing early both as a presenter and as a participamt
  • press the “B” key while your PowerPoint or Keynote
    • mnollsch
      mnollsch on 18 Jul 14
       
      I can't believe I didn't know this!!
    • mnollsch
      mnollsch on 18 Jul 14
       
      I don't seem to have many problems with logical resistance when teaching. However, emotional resistance often comes up with college students when I present information that challenges a belief they have about parenting, guidance or something they experienced growing up.
  • ...4 more annotations...
  • Acknowledge any sacrifices they’re making,
    • mnollsch
      mnollsch on 18 Jul 14
       
      Students are often overwhelmed by the work load when they get to college.  It's important for me to remember to acknowledge that they are overwhelmed and give them survival tips!
  • break it into 10-minute chunks. "At every 10 minutes or so, try to reengage the audience with something different—don't just keep showing slides,"
    • mnollsch
      mnollsch on 18 Jul 14
       
      This is a very helpful strategy. Or I build in a pair and share, small group activity, an opportunity to use materials, etc
  • Practice 10 hours for every one hour
    • mnollsch
      mnollsch on 18 Jul 14
       
      Well, maybe for a presentation at a conference.  This isn't even practical for daily work in the classroom with the teaching load and preps I have!  
  • However, he says most presenters will spend 99 percent of their time preparing the content and
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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.
  • 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
  • ...2 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?
    • 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.
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Articles: Preparation - 6 views

moodlesw.aeapdonline.org/...view.php
shared by jessicawoods8 on 09 Jul 14 - No Cached
  • Do not fall into the trap of thinking that in order for your audience to understand anything, you must tell them everything. Which brings us to the idea of simplicity.
    • mnollsch
      mnollsch on 12 Jul 14
       
      I know I do this often.  It's a balancing act to figure out what the primary point of each lesson and yet also provide enough background for students to know the why. I want them to be able to talk about the evidence-base. It's important to recognize that the why can be done in a simple way.
  • 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
    • mnollsch
      mnollsch on 12 Jul 14
       
      In the past I have planned my words first and the visuals were added later to break up my words. So I wasn't really looking at the presentation as a whole.  This is definitely a new and better way of planning!
  • so what
    • mnollsch
      mnollsch on 12 Jul 14
       
      "So What?" Great question.  I want students to know some content in order to apply it to their own teaching and interactions with children.  If I am just giving them facts without asking the "So What? or So that?" question I might be overloading them.  This could help me learn to simplify
  • ...5 more annotations...
  • In a story, you not only weave a lot of information into the telling but you also arouse your listener’s emotion and energy,” he says.
    • mnollsch
      mnollsch on 12 Jul 14
       
      Weaving the facts into the story or connecting the facts back to the story will help them stick.
  • udiences tend to forget lists and bullet points, but stories come naturally to us;
    • mnollsch
      mnollsch on 12 Jul 14
       
      I know stories work when I see students use the stories or examples when they answer essay exam questions!  The story makes the concept stick.
  • Kamishibai is a form of visual and participatory storytelling that combines the use of hand-drawn visuals with the engaging narration of a live presenter. K
    • mnollsch
      mnollsch on 12 Jul 14
       
      Love this! I got a little distracted watching Kamishibai on youtube!
  • Force yourself to use no font smaller than thirty points.
    • mnollsch
      mnollsch on 12 Jul 14
       
      Larger fonts are also easier to read. It's very frustrating to watch a presentation where you have to squint.
  • ten concepts in a meeting—
    • mnollsch
      mnollsch on 12 Jul 14
       
      Sure but I think you might have fewer concepts and more slides but I get the point. Less is better
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Articles: Presentation "Awakening" - 8 views

moodlesw.aeapdonline.org/...view.php
shared by jessicawoods8 on 07 Jul 14 - No Cached
  • 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
  • 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!
  • ...3 more annotations...
  • 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
  • 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.
  • 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.
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